Number Of Higher Education Institutions Research Articles

ПРОБЛЕМА ПІДГОТОВКИ ДОДАТКІВ ДО ДИПЛОМУ ВИПУСКНИКІВ ЗВО В СУЧАСНИХ УМОВАХ

This work is dedicated to the issue of preparing addendums to diplomas of graduates of higher education institutions. Nowadays, each graduating department independently prepares diplomas and diploma addendums in electronic form to later send them to a printing house where these documents will be printed. Only a small number of higher education institutions have the opportunity to purchase commercial software or have already developed it themselves. All other institutions are forced to work with a large number of paper documents, which need to be converted into electronic form and placed in a state standard higher education document in accordance with the Law of Ukraine "On Higher Education." It is for this reason that there is a desire to automate the process of filling out addendums to diplomas.

Utilization of Digital Technologies in Doctoral Thesis Supervision at the University of Nairobi: Implications for Quality Assurance

The utilization of online digital technologies in higher education teaching and learning has gained impetus in the post-COVID-19 era. A number of higher educational institutions have invested in capacity-building programmes related to the utilization of online digital technologies for teaching and learning. However, the utilization of these technologies in doctoral supervision is hampered by challenges related to access to digital devices, internet connectivity and the general attitude among digital technology users. Furthermore, despite supervisors’ efforts to reinforce mentoring, the lack of in-person engagement between supervisors and students portends a greater challenge. Therefore, the study sought to determine the influence of doctoral students’ gender on their thesis progression, the relationship between the frequency of engaging supervisors and thesis progression, the preferred mode of supervisor engagement and the level of student utilization of digital technologies in their doctoral work. The study sampled 109 students from a population of 150 PhD students of the University of Nairobi. Data were gathered through questionnaires and interviews that were administered to doctoral students and their supervisors respectively. The results showed a weak negative correlation between student and supervisor engagement and their stage in theses writing. The study also established low utilization of digital technologies in doctoral thesis supervision. Nonetheless, the results showed that student-supervisor engagement has an impact on their progression and that a significant number of doctoral students were comfortable with engaging their supervisors through a combination of face-to-face/in-person and virtual/online sessions. The study recommends that universities should adopt a blended doctoral supervision model to leverage the strengths of both in-person and virtual student-supervisor engagement. Further, there is a need to train both students and supervisors in the use of digital tools to enhance their engagement

Evaluating the efficiency, productivity change, and technology gaps of China's provincial higher education systems: A comprehensive analytical framework.

China's higher education system is one of the largest and most complex in the world, with a vast number of higher education institutions scattered across different provinces. Evaluating the efficiency, productivity change, and technology gaps of these institutions is significant for understanding their performance and identifying areas for improvement. In this context, this study employs three different approaches, DEA super-SBM, Malmquist Productivity Index, and Meta-Frontier Analysis, to evaluate the efficiency, productivity change, and technology gaps of China's provincial higher education systems. The study results revealed that the average higher education efficiency in China is 1.0015 for the study period of 2010-2021. A rapid and continuous increase was witnessed in higher education efficiency in China from 2014 to 2020. Meta-frontier and Group-frontier, higher education efficiency scores of low-level literate provinces are greater than middle and high-level literate provinces. However, the TGR of higher and middle-level literate provinces is greater than low-level literate provinces, indicating a superior technological level. The average MI score is 1.0034, indicating growth in productivity change. Efficiency change is the main determinant in higher education productivity growth instead of technological growth. The Middle and Low-level literate provinces witnessed growth in higher education productivity, while high-level literate provinces observed a decline in productivity change. The Kruskal-Wallis test provides evidence that a significant statistical difference exists among the three groups of education levels for the average scores of MI, EC, TC, and TGR.

Examine the Correlation Between the Number of Higher Education Institutions And the Provincial GDP In China

Economic inequality is a challenging affair influenced by various factors. Education has long been the topic usually raised when discussing economic inequality. This research investigates how secondary education impacts social status, mobility, and, most importantly, economic inequality nationally. This research has developed a unique methodology to investigate the relationship between the number of schools and economic inequality in China. By applying the indicator of the Gini coefficient, the distribution inequality of the number of schools in thirty-one provinces in China. This research combined studies by Liu. Y, Xu.M, and Gustafsson apply those theories to a more local context in different provinces. The results show that the number of higher education institutions positively correlates with the GDP per capita in each province, with some expectations caused by the flaw of the methodology.

Численность обучающихся в системе высшего образования: статистический анализ данных по Республике Калмыкия на фоне общероссийских данных

Education is the most important indicator of the development of the country and its regions. The sustainability of regional development directly depends on the intellectual potential of the region. The purpose of the article, based on the analyzes of the statistical data on the number of students in the higher education system, is to consider the problems and trends in the development of higher education in the country as a whole and in the Republic of Kalmykia in particular. Materials and methods. The following materials were used when writing the article: statistical data from the Ministry of Higher Education and Science of the Russian Federation, Federal State Statistics Service, statistical (analytical) reviews of the Institute of Statistical Research and Economics of knowledge of the National Research University “Higher School of Economics”. The methods of system-structural and statistical data analysis were applied in the study. Results. Statistical data reflect the social and economic processes taking place in the society. The data reviewed on the number of higher education institutions, their forms of ownership, the number of students and their preferred forms of education showed that in recent years the country has been experiencing the process of increasing the state control in the field of higher education expressed in the reduction of the number of universities, especially private ones, as well as in the reduction of the number of their branches, etc. In Kalmykia, as well as in the country as a whole, the number of students decreased between 2018 and 2022. Also in the republic, as well as in the country, after the active growth of the number of non-governmental higher education institutions and their branches in the early 2000s, already in 2014–2015 their quantity decreased sharply. There is also a tendency in the region to reduce the number of full-time students while increasing the number of part-time students. At the same time, the number of students studying by correspondence throughout the country is decreasing. Statistics have shown that the number of correspondence students is growing at the expense of students from the neighboring regions that can be explained by the low cost of the tuition.

SEGMENTS OF PUBLIC POLICY IN THE FIELD OF EDUCATION AND SCIENCE DURING THE UKRAINIAN NATIONAL REVOLUTION (1917-1920)

The article analyzes the segments of public policy in the field of education and science during the Ukrainian National Revolution. It was found out that the main principles that professed the public-state nature of education were laid down by the Ukrainian governments of 1917–1920 at the basis of national education concept. The above principles served as the methodological guidelines for the organization of the national school and have not lost their value even today. It was in the concept of building education that political, cultural and public figures gave an important role to the formation of national higher humanitarian and natural education. The first place was the creation of Ukrainian humanitarian higher educational institutions and, first of all, universities, because higher education, like no other, was the most russified and, besides, there was a low percentage of Ukrainians among the student body.
 The peculiarities of the public policy’s impact on the educational and scientific process at various stages of Ukrainian state formation (Ukrainian Central Rada, Hetmanate of Pavlo Skoropadskyi, Directory of the Ukrainian People's Republic and the West Ukrainian People's Republic) were considered. The transformations experience of the educational sphere at that time was summarized, and specific proposals were offered on this basis regarding the possibilities of their implementation in the practice of public administration in the field of modern Ukraine’s education and science. It is outlined that precisely in these years, compared to the pre-revolutionary period, the number of higher educational institutions increased significantly, the quality of their specialist training improved, curricula were streamlined and improved, new specializations were introduced, and Ukrainian-language teaching was introduced. Individual institutes and all universities got the right to establish graduate schools, doctorate schools and to grant research degrees to researchers. The changes in the content and social purpose of higher education and the attitude towards it are highlighted. It is emphasized that education itself began to be considered not as a separate, distant, and sometimes hostile to the interests of the people, cultural environment, but as an integral part of the nation’s cultural heritage and its gradual development.

Motivation for Salary Increase for Teachers Depending on the Quality of Teaching and Research Results

Abstract In the world market, success is achieved by the countries that have better human capital and allocate sufficient resources for its reproduction. One of the results of the growing enrollment of many universities has been the need for additional qualified teaching staff and advanced training, which has led to the need to retrain existing teachers for staffing the growing number of higher education institutions. The first of the major success factors in this endeavor is to ensure that teachers are motivated to earn a relatively adequate salary. In recent years, a number of RA universities have successfully applied the method of salary calculation, which is based on the principle that a teacher (professor, associate professor, assistant, etc.) receives a salary depending on his category and workload (number of hours per academic year). Another important component of the assessment is the real involvement of the teacher in scientific activities and, based on this, a method for calculating the salary of a teacher is proposed, taking into account, among other things, his scientific activity. In order to encourage the scientific activity of the teacher, an indicator of the effectiveness of his scientific activity is introduced, the measure of which is scientific work during the previous (three to five) years.

Co‐created in vivo pharmacology practical classes using the novel organism Lumbriculus variegatus

AbstractCo‐creation within higher education emphasizes learner empowerment to promote collaboration between the students and staff, enabling students to become active participants in their learning process and the construction of resources with academic staff. Concurrently, a diminishing number of higher education institutions offer in vivo practical classes, resulting in an in vivo skills shortage. To address this, and to actively engage students in their own learning, we describe the co‐creation of a student‐led drug trial using Lumbriculus variegatus. Under blinded conditions, final‐year undergraduate biomedical science students, under the tutelage of academic staff and fellow students, were involved in the co‐creation of an in vivo practical class to determine the effects of histamine and histamine receptor inverse agonists mepyramine and loratadine. Throughout this process, undergraduate‐ and masters‐level students played key roles in every aspect of practical delivery and data analysis. Herein, students demonstrated the test compounds, both in isolation and in combination, resulted in reduced stereotypical movements of L. variegatus (p < .05, n ≥ 6). 15% of students in the class responded to a feedback survey (n = 8) after the class. Students reported the class provided “real life” insights into in vivo research and enabled the development of hands‐on skills which would be useful in applying in their future careers. All students reported that they enjoyed the class with 25% (n = 2) reporting concerns about animal use in research, enabling useful discussions about animals in research. Moreover, these student‐led in vivo trials add to the pharmacological knowledge of L. variegatus promoting education‐led research.

Improving the quality of Cambodian higher education: Key challenges and suggestions

Higher education is one of the main drivers of economic development. Due to its significant roles, many countries, including Cambodia, have invested in developing their higher education subsector. For over two decades since 1997, Cambodia has experienced a high increase in the number of higher education institutions (HEIs). Despite the rapid institutional expansion, there are many issues impeding the quality of Cambodian higher education. Drawing on secondary sources and the authors’ extensive experience and knowledge of the subsector, this article tries to investigate and explain some of the factors affecting the quality of higher education in Cambodia. The article focuses on several issues, including political interference, fragmented governance structures, ineffective ministerial policy implementation, fragmented institutional management, limited quality of teaching personnel, low academic salaries, business-oriented higher education, and issues concerning curriculum and academic programs. The article offers some suggestions to address these challenges. Key suggestions include (a) limiting political interference in appointing top university leaders, (b) setting up effective and independent higher education quality assurance bodies, (c) creating a term limit for top university leadership roles, (d) establishing a meritocracy-based policy for university leader appointments, (e) making academic salaries comparable to those of other similar professions, (f) developing policies on minimum tuition fees and student loan programs, and (g) introducing mechanisms to improve curricula and promote enrollments in science, technology, engineering, and mathematics (STEM) majors. The article concludes with suggestions for future research.

Performance Appraisal Practices in Indian HEI –A Critical Analysis

Abstract: With a large student population, the number of Higher Education Institutes (HEI) in India is growing manifold. When it comes to the number of HEI, India stands third in the world next to China and the U.S. (Rekha N, 2016). However, even after 75 years of independence, only four Indian B Schools occupy a place in the top 100 globally (Nanda, 2021). Though the number of management institutes and the student intake therein is increasing, the number of international students in these B Schools is declining. Whereas the scenario is contrary to what we observe about the population of international students studying in top global institutes outside India. Compared to other countries, India has the biggest advantage of the best return on investment and lowest fees for MBA programs. Despite this, why do Indian B schools lack a global profile? It is time for us to introspect the quality of our educational institutes and the programs offered by them. Existing studies and literature suggest that there are many factors responsible for it but this paper explicitly attempts to understand the critical issues hitting the Indian B schools -mainly the failure to attract and retain goodquality faculty members. Though there are several reasons, the focus of the research work is on the performance appraisal practices followed in HEI specifically in private management institutes in Pune, India, and its outcome It is found in the research outcome that though the private institutions consider the parameters of performance appraisal as mentioned by regulatory authorities, it is not directly linked with promotions, increments or financial incentives. There is no concrete positive outcome of performance appraisal; it is done for compliance purposes only. In the end, the researchers propose suggestions that may benefit all the stakeholders and help the Indian B Schools to acquire a global profile. Keywords : Higher Education Institutes; B School; Performance Appraisal; Faculty member; MBA; Students.

CHANGING THE PARADIGM OF THE RELATIONSHIP BETWEEN EDUCATION AND BUSINESS IN THE CONDITION OF THE TRANSITION TO THE KNOWLEDGE ECONOMY

The development of business-oriented higher education and its investment support is one of the strategically important tasks for Ukraine, as it needs urgent reforms. The article examines the dynamics of the number of higher education institutions and their graduates since the beginning of the state. The influence of education quality on the formation of human capital indices and competitiveness of Ukraine is considered. The relationship and dependence of quality education and development of innovative "markets of tomorrow" for the country has been confirmed. The Strategy for the Development of Higher Education in Ukraine for 2022-2032 in terms of coordination of cooperation between higher education institutions, students and business has been studied, and the expedient directions of intensification of these processes have been analyzed.

FUNDING FROM THE STATE BUDGET OF SCIENCE AND HIGHER EDUCATION

The article analyzes the financing of science and higher education from the state budget. This analysis is aimed at the development of science, higher education and scientific research in Uzbekistan based on the data of various tables. It studies trends in the number of funds allocated from the state budget for financing these sectors and the number of higher education institutions and scientific staff.

Organizational structures and processes for research ethics and integrity

Aim: To explore the structures and processes for research ethics and integrity among the universities that are a part of the European University of the Seas (SEA-EU) Alliance.Methods: Data from the public websites or experts from the six universities of the European University of the Seas (SEA-EU) Alliance: University of Cádiz (Spain), University of Western Brittany in Brest (France), University of Kiel (Germany), University of Gdańsk (Poland), University of Split (Croatia) and University of Malta (Malta) were collected. We followed the approach of the EC Mutual Learning Exercise on Research Integrity and the country report cards at The Embassy of Good Science.Results: We identified similarities and differences regarding research infrastructure, funding, strategy, research governance, compliance, integrity, regulations, and measures to promote good scientific practices and open science at the country level. The universities that are partners in the SEA-EU Alliance differed in the research capacity, expressed as the number of higher education institutions in the country, number of full-time researchers, gross expenditure on research and development, number of grants as well as in the structures and processes at the institutional and national levels for research ethics and research integrity. The differences in the research ethics and integrity frameworks at individual universities were related to the national legislation but also to the national and institutional incentives to promote responsible research.Conclusions: In collaborative research, it is necessary that partner universities respect the differences between their organizational and national ethical and integrity frameworks, and establish the processes for ethics approval at the level of the Alliance in order to carry out joint research activities in accordance/conformity with ethical standards for scientific research and good scientific and publishing practice. The same is true for the investigation of research misconduct allegations at the Alliance level.

Student achievements and their attitudes toward course design - A correlation analysis

Besides the distance learning has existed for a long time, for the great number of Higher Education Institutions it was the ‘’consequence’’ of Covid-19 pandemic. This was case of HE Sector in Serbia. In some earlier research, the authors of this paper considered students’ performance and their attitudes toward distance learning, separately. The main idea of this study is to investigate the correlation between student attitudes toward distance education and their achievements. The sample included students of The Academy of Applied Technical Studies Belgrade – Department of Belgrade Polytechnic, who attended different year of the same study programme. Students` achievements were measured through GPA and average efficiency within courses of the first, second and third years of study programme. In this research, two instruments were used – questionnaire and data related to students` scores. Research methods included descriptive statistics and correlation analysis. The obtained results could be useful for present and future research, improvements of educational process, instructors and stakeholders from this area.

Age-Friendly University principles: discussion with older learners

ABSTRACT The Age-Friendly University (AFU) principles outline a set of visions that higher education institutions should support to become inclusive to learners of all ages, especially older learners. A growing number of higher education institutions across the globe are currently engaged in various work of AFU development. One of the areas of study in AFUs that needs more research is older adults’ perceptions about how AFUs should be developed. This article shares a study of older adults’ thoughts about the visions reflected in the AFU principles. We conducted interviews with 17 members of the Osher Lifelong Learning Institute at San Francisco State University in 2020. The thematic analysis of qualitative data was conducted to identify the common perspectives and thoughts study participants shared about AFU principles. The discussions of AFU principles with study participants produced three main themes. The first theme described the diversity of older learners’ needs and interests. The second theme suggested that older adults possess mixed feelings of both excitement and anxiety about intergenerational learning. The third theme posed multifaceted accessibility issues including informational accessibility, program accessibility, and physical accessibility. We argue that these themes suggest that to develop AFUs, higher education institutions must cultivate ways to accommodate diverse older learners, create robust intergenerational programming, and engage in the work necessary to combat ageism on and off campus.

Predicting Success: An Examination of the Predictive Validity of a Measure of Motivational-Developmental Dimensions in College Admissions.

Amid the COVID-19 pandemic, an unprecedented number of higher education institutions adopted test-optional admissions policies. The proliferation of these policies and the criticism of standardized admissions tests as unreliable predictors of applicants' postsecondary educational promise have prompted the reimagining of evaluative methodologies in college admissions. However, few institutions have designed and implemented new measures of applicants' potential for success, rather opting to redistribute the weight given to other variables such as high school course grades and high school GPA. We use multiple regression to investigate the predictive validity of a measure of non-cognitive, motivational-developmental dimensions implemented as part of a test-optional admissions policy at a large urban research university in the United States. The measure, composed of four short-answer essay questions, was developed based on the social-cognitive motivational and developmental-constructivist perspectives. Our findings suggest that scores derived from the measure make a statistically significant but small contribution to the prediction of undergraduate GPA and 4-year bachelor's degree completion. We also find that the measure does not make a statistically significant nor practical contribution to the prediction of 5-year graduation.

THE ABILITY OF HIGHER EDUCATION SYSTEM OF UKRAINE TO PROVIDE PERSONNEL NEEDS OF THE NATIONAL RENEWABLE ENERGY INDUSTRY

The study made it possible to establish that the current state of training specialists in the field of renewable energy will not allow in the near future to quickly achieve the goals of intensive development of renewable energy proclaimed by the country's leadership. This will not improve the energy security of the regions and the country as a whole. This conclusion is based on the fact that, firstly, the training of specialists in Ukraine in educational programs on renewable energy is carried out by a limited number of higher education institutions, a significant number of which are accredited only by mid-2024. Secondly, the number of applicants operating in the current educational mastered this specialty in all years of study is not high. This will make it possible to rejuvenate the staff of workers serving existing renewable energy facilities. However, it will not allow to achieve the rapid development of projects for the introduction and use of alternative energy sources in the country. The work systematizes the markers of success, the focus on which by the guarantors of educational programs on renewable energy will improve the quality of educational services and interest applicants. These markers define the highly professional staff of teachers in the framework of educational programs; provision of the educational process of the educational program with certified laboratories with high-tech equipment; the availability of double degree programs in the specialty of the world's leading universities and international mobility programs; conducting joint scientific research with foreign scientists; introduction of a practice-oriented approach to learning.
 The most effective directions for increasing the number of highly qualified profile specialists in renewable energy in the labor market of Ukraine in the post-war period are formulated. These areas were recognized as increasing the level of wages in the field of renewable energy; ensuring a high level of investment for the development of human capital in renewable energy enterprises; expanding opportunities for professional development in the industry; improving the quality of existing and opening new educational programs for training specialists in renewable energy; providing a full cycle of training specialized professionals on the basis of the country's leading institutions; increase in public opinion the prestige of the entire spectrum of professions related to renewable energy. This should allow solving the rather painful problem of energy security for Ukraine.

The Impact of Intellectual Potential on the Development of the Regions of Kazakhstan

The purpose of the study is to check which of our selected factors most influences the decision to study in certain regions of Kazakhstan. A complete higher education indicates the professional and cultural level of a significant part of the population, especially young people. It is not only an indicator of economic growth but also of social stability. A high level of development of the education system is the basis for the stability of any state, as well as the potential for its further development. During the study, the main sources were analyzed and based on which the methodology chosen. The methodological basis for us was multivariate regression analysis using the EViews10 data analysis package program. The research was based on data from the Bureau of National Statistics of the Agency for Strategic Planning and Reforms of the Republic of Kazakhstan for 2011-2021. Based on a multifactorial analysis, five independent factors were selected, but in the course of the study, one factor was not influential, it was: the graduation of students from higher education organizations. Of the estimated four factors, three turned out to be the most influential, these are the number of the teaching staff of higher education organizations, the level of youth unemployment (15-28 years) and the number of higher educational institutions. The calculations showed that the selected factors showed different influences in different regions. As a result of the study, recommendations were developed on state policy in the field of education to increase the educational potential of the regions. The results of the study can be used by regional higher education institutions, as well as state educational management structures.

STUDENT SATISFACTION TOWARDS EDUCATIONAL SERVICES IN HIGHER EDUCATION

If the number of higher education institutions is growing quantitatively, its quality needs to be aligned with it. Student satisfaction towards the educational services needs to be assessed to find out its level of educational services. Therefore, the objective of the study is to study the educational services of higher education institutions and the satisfaction of students towards it. Also, this study aims to find out the difference in students’ satisfaction and educational services with reference to institutions and gender. The researcher has followed the descriptive survey method to conduct this study. 218 postgraduate students from the two universities of Odisha have participated in this study. The findings of the study revealed that, there is a significant contribution of educational services on students’ satisfaction of higher education. No significant difference has been found in education service quality and students’ satisfaction with reference to institution & gender.

A test to cater to all tastes: Exploring the functionalities of a teaching platform

Online education has been around for a few decades now, with a growing number of higher education institutions offering various online courses either as part of a degree or as further professional development. However, the global COVID-19 pandemic forced the transfer of education from a traditional classroom to a virtual environment. Such a sudden transit meant that not only teaching and learning but also assessment had to be conducted online. The paper aims to present our experience of online assessment of a Medical English course delivered in the first semester of the academic year 2021–2022 to 1st-year medical students. Data were collected through observation. The results proved that the online system was effective in analyzing and assessing students. Keywords:Medical English, online teaching, teaching platform