Objectives Of Higher Education Research Articles

Embedding employability into curriculum design: The impact of education 4.0

In recent years, there has been a change in the objectives of Higher Education (HE): the inclusion of employability. The successful inclusion of employability as a goal of HE requires a change to the sector’s teaching, learning and assessment (TLA) methods, which ought to be part of an HEI’s strategy. In particular, there needs to be an emphasis on adjustments to both curriculum design and modes of assessment, both for the inclusion of employability and also in preparation for digital transformation (Education 4.0) as well as internationalisation. Any HEI development plan should acknowledge the importance of employability. To meet national standards and keep up with evolving trends in the job market, every programme needs to equip students with the necessary skills, knowledge, and experience to succeed in their future careers. Every institution is obligated to provide opportunities for students from all backgrounds and capabilities to learn about work.

RELEVANT KEY PROFESSIONAL SKILLS AND THE LEVEL OF THE EDUCATION SEEKERS' AWARENESS IN THIS REGARD

The modern development of the professional market is characterized by rapid transformations associated with the widespread use of digital technologies and the advent of artificial intelligence. This situation affects the field of employment, accelerating the emergence and disappearance of professions, and leads to a reassessment of the key professional skills that modern employees should have. However, there is a certain gap between the skills that are needed in the professional market and the ability of the education system to ensure their development. Given the trends of rapid technological transformations and corresponding changes in the employment market, professional education should train specialists capable of constant improvement of their professional level, possible retraining. Such tasks involve a certain change in the functions and objectives of higher education, and therefore scientists are increasingly paying attention to the process of formation and development of those students’ skills which will contribute to the realization in the employment market even during its structural transformations. The purpose of the study is to review the extent to which the students themselves know and understand the content and requirements of modern skills with a view to improving the professional training of future specialists by the higher education system. Based on research in the field of professional skills, the skills identified at the World Economic Forum 2023 in Davos have been chosen as a guide. A survey of education seekers with the aim of identifying the understanding of the importance of the specified skills has shown a gap between the optimal set of skills and the education seekers’ perception of them. We observe a shift in the preferences of education seekers towards technological skills, and at the same time insufficient awareness of the importance of so-called soft skills, which collectively constitute the sphere of skills necessary to achieve professional and life success and is an indicator of human capital. The findings support the need for purposeful development in the process of professional training of the key skills that employees need today in order to improve the conformity of education and training with the requirements of the professional market.

Governance Model for Higher Education in Indonesia Post-Pandemic of Covid-19 Towards a New Normal Era

The Higher Education management consists of autonomy in the academic field, including the establishment of norms, operational policies, research, and community service under the regulations. In carrying out the roles of the higher education institutions in the higher education organization, there are work units/functions or units at different levels or groups, either because of the duties, responsibilities, and positions, as well as the origins of the employees. In addition, the status of the Covid-19 was officially declared a pandemic by the WHO on Thursday, March 12, 2020, and it has changed the entire order of people’s lives, including the implementation and management of education, significantly higher education. This condition needs to be bridged with the consistent of a management that is expected to function as an organizational link so that the objectives of Higher Education can be achieved. In responding to the challenges faced, universities must create an integrated management model to ensure the fulfillment of the quality of graduates with strategic policies to outline the institution’s future journey.

Performance Agreement in German Universities: Management by Objectives in Higher Education and University Governance

Performance Agreement in German Universities: Management by Objectives in Higher Education and University Governance

Characterization of the nursing faculty in Cienfuegos in 2020

The process of professionalization of nursing in the countries of Latin America and the Caribbean has been characterized by the transformation of nurses' education. The integral training of health professionals requires motivations and behaviors in accordance with the ideological, moral principles of our society, an objective of higher education is to stimulate technical and intellectual scientific development, so stimulating the improvement of teachers in this way is systematized and guarantees the quality of training of nursing students. The objective of the article is to verify the scientific-technical qualification of the faculty of nursing teachers in the province. The methods used were for a longitudinal retrospective descriptive study and pedagogical historical cut, variables distribution in the province and municipalities, current state, age, departments, teaching, research and academic categories applying the methods of analysis / synthesis, historical / logical, empirical and mathematical methods, as a result the province has 173 nursing professors categorized for 100 %. In all secondary care hospitals, they have teachers with this qualification, in addition, from the municipalities and health areas. The categories range from holders to Instructors and two consultants who have special category. The doctors in Science are 4 and 12 in training. All data were processed in Microsoft Windows 2010 and mathematical statistics.

The Influence of Internal Motivation and Digital Literacy Towards Students’ Proactivity

The Indonesian government runs Teaching Campus Program as part of the Merdeka Learning Campus Merdeka (MBKM) – Independent Campus Program – which aims to provide opportunities for students to learn and develop hard and soft skills through meaningful activities outside the classroom. Proactivity has been considered a crucial competency to support one's success and this study aims at determining the factors that affect it. The aims of this study is to analyses the effect of student’s internal motivation and digital literacy on their proactivity. This study use a quantitative method, it involved 132 students who participated in Phase 1 of the Teaching Campus Program. The data were collected using an online questionnaire. The data were analyzed by regression and the results showed that students’ internal motivation and digital literacy had a positive and significant influence on their proactivity. The result of study found that to enhance students’ proactivity, their internal motivation and digital literacy need to be put forward. To stimulate students’ internal motivation, they should be asked frequently about their learning goals and objectives in higher education, or their targets after graduation, while improving their digital literacy is by applying online learning (e-learning) in the classroom. The Massive Open Online Courses (MOOCs) learning system can also be implemented to improve digital literacy skills.

Art technologies in the development of students’ emotional intelligence

The article presents an overview of domestic research devoted to the development of students’ emotional intelligence by means of art technologies. The relevance of the problem of developing emotional intelligence in modern students is determined by the objectives of higher education. Despite the serious experience gained in Russia in the use of art in teaching and personal education, the active penetration of art technologies into the education system began to occur relatively recently, which explains the time frame of the review study – 2019–2021. The analysis was performed in December 2021 using the national bibliographic database of scientific citation. The research was conducted using such combinations of keywords as “emotional intelligence”, “development of emotional intelligence of students”, “art therapy”, “pedagogical art therapy”, “art technology”, “art therapy at the university” in Russian for the period of 2019–2021. Out of 902 publications devoted to art therapy, the problem of using art technologies in higher education, the development of emotional intelligence through art technologies, the authors selected 49 publications. The analysis of the selected publications showed that the problem of the development of emotional intelligence arouses increased interest among researchers. However, the development of emotional intelligence in students is not a priority. In the system of professional education, the topic of emotional intelligence is not given enough attention, which is unacceptable and does not meet the requirements for the level of training of modern specialists. In recent studies, the possibilities of using art technologies in the development of students’ emotional intelligence have not been sufficiently disclosed. There is a need for further development of a program for the development of students’ emotional intelligence, presentation and description of art therapy techniques and techniques, their place and role in the development of emotional intelligence. Undoubtedly, building up the evidence base and substantiating methods for verifying the effectiveness of various art technologies will be a promising direction.

ЗНАЧЕНИЕ SOFT SKILLS В КОНТЕКСТЕ ГУМАНИСТИЧЕСКОЙ, ГРАЖДАНСКОЙ И УТИЛИТАРНОЙ ЦЕЛЕЙ ВЫСШЕГО ОБРАЗОВАНИЯ

The meaning of soft skills for the three objectives of higher education – humanistic, civic and utilitarian – is discussed in terms of historical and philosophical analysis. It is found that soft skills facilitate mutual strengthening of the objectives and help the competence approach in overcoming the tensions between them. It is demonstrated that the issue of ambivalence of these values is updated due to soft skills. It is proved that particularly soft skills become a new challenger for the integrator role providing integrality and balance of the intellectual, integral and existential development of the student and make it possible to transfer the specifics of the classical higher education (humanism, civics and universality) to the profile (specialized) higher schools on the one hand, and prevent universities from turning into “large colleges” (that massovization and professionalization may involve), on the other hand.

Taksonomije u razdoblju od kognitivne do digitalne revolucije, s fokusom na prenosive veštine

The taxonomies that contributed to the cognitive revolution are an important starting point for the interpretation of knowledge. The aim of this article is to analyses Bloom's and related taxonomies in terms of transferable skills from a cognitive to a digital revolution. Benjamin Bloom published his taxonomy in 1956, in which he developed the classification of cognitive objectives, among others. In Bloom's taxonomy, transferable skills appear only indirectly in relation to the application of knowledge in new situations. However, de Block has already considered transfer ability of knowledge an aspect of learning objectives. In the SOLO taxonomy, transfer is accomplished at the relational and extended abstraction levels, when critical thinking and the generalization of the structure are in focus. Later, in Bloom's revised taxonomy, the meanings of each development level were expanded, emphasizing problem-solving skills in higher-order thinking. In today's unfolding digital revolution, collaboration is crucially important, which appears in the digital age learning matrix and also in the digital taxonomy. Consequently, transferable skills as general skills that must be also important among the higher educational objectives that can increase employees' chances to get non-matching jobs compared to their special degrees.

Using Reflective Online Diaries to Enhance Teaching, Learning and Assessment in Online Apprenticeships

This paper explored the use of reflective online diaries to enhance teaching, learning and assessment in the context of an apprenticeship programme delivered online. An action research mixed methodology was employed; including qualitative reflective practice and a quantitative survey of students enrolled on a sales module over four academic years. Quantitative data analysis included Spearman Rank-Order Correlations, Exploratory Factor Analysis and Path Analysis using IBM AMOS v25 and explored the relationship between each student cohort and other key factors including assessment value, manageability, frequency, student enhancement and module satisfaction.
 The outcome is a conceptualisation of a student enhancement and module satisfaction process, in a tested framework model. The findings indicate student enhancement’s crucial role in predicting student satisfaction with the module; the more an apprentice learner perceives a reflective assessment activity will inform different areas of their overall learning, the more likely they are to be satisfied with the module. The use of reflective online diaries also demonstrates their role in overcoming challenges associated with online teaching and learning. The benefits of critical reflective practice for educators are also reinforced, where the outcome can lead to an enhancement in teaching, learning and assessment.
 This research significantly adds to growing evidence that ePortfolio based learning has potential to support many higher education objectives connected to achievement of knowledge, skills, and competence by third level learners. The implications advocate for higher education institutions to create opportunities for educators to test new assessment methods, strategies, and tactics.

Towards an Integrated Case Method in Management Education—Developing an Ecosystem-Based Research and Learning Journey for Flipped Classrooms

In the field of management science and business administration, the case method is gaining ground in research and in teaching. Case studies support on the one hand exploratory research and on the other hand problem-based teaching. However, we find that case research and case teaching remain unchained in management study programs and propose to close this gap. We identify an untapped potential of boosting the case method by integrating case-based research and teaching into a discovery and learning journey of applied science. We suggest embedding the “integrated case method” (ICM) in the ecosystem of universities, with the aim of enhancing and intensifying the knowledge transfer between business and the higher educational sector, thereby achieving better learning objectives in higher education. As a result, this approach enables the development of a high level of contextual intelligence and thus helps to avoid the fallacies of teaching based on uniform theoretical content.

Принципиально значимые идеи социально-интегративного подхода в университетском образовании

The article is devoted to clarifying the content and principles of socially-integrative approach in university education based on the fundamentalization of education. The purpose of the study is to consider the socio-integrative approach as a significant idea in the implementation of university education. The following research methods were used: theoretical analysis of interdisciplinary literature, interpretation, synthesis, generalization and summarization. As a result, the theoretical basis of integration was formalized, and a set of principles was identified: voluntariness, adequacy, variability, integration and differentiation, motivation and stimulation, with a description of the requirements contained in them for effective implementation of the socio-integrative approach in the implementation of higher university education at the present stage of society development. This is presented for discussion. The conclusions give the reasons for ineffective activity of universities: departmental limitations and interdepartmental disunity; lack of unified organizational and methodological approaches in the implementation of interaction; lack of wide and rationally organized support of public initiatives, activities of non-governmental organizations, which violates their coherence, common understanding of goals and objectives of higher education.

RESEARCH INSTRUMENTS: A QUESTIONNAIRE AND AN INTERVIEW GUIDE USED TO INVESTIGATE THE IMPLEMENTATION OF HIGHER EDUCATION OBJECTIVES AND THE ATTAINMENT OF CAMEROON'S VISION 2035

This paper is an excerpt from a Master Degree Thesis (M.Ed.) conducted in 2016. The aim is to present a systematic and detailed explanation of the construction and administration of two research instruments (a questionnaire and an interview guide) used for data collection in the study “The Implementation of Higher Education Objectives and the Attainment of Cameroon's Vision 2035”. This information will serve as a useful guide to the researchers working in the same or similar research project at various context, to adapt or adopt the various items in these instruments when and wherever necessary. The questionnaire (44 items) and interview guide used in the aforementioned study were subjected to Validity and reliability. To give a clear picture of the context and nature of the aforementioned research, the researcher included some related sections from the original research which led to (guided) the construction of the research instruments. These sections include; statement of the problem, objectives of the study, research questions, research design, instrumentation, questionnaire for students, validation of the instrument (face and content), reliability of the instrument, administration of instruments, and procedure for data analysis. A step-by-step (systematic) reading of the aforementioned sections will guide readers to understand why and how the research instruments were selected and constructed. Based on previous studies and related literature, the researcher concluded that a questionnaire and an interview guide were appropriate instruments for the aforementioned study.
 
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Professional objectives of higher education: Imbalances and adaptation

This article analyzes the systemic issues of personnel education in higher education, reveals their causes and consequences. Qualitative and quantitative characteristics of university graduates are one of the conditions for the state economic development. The goals and objectives of higher education should meet the needs of the state, industries, regions, and business. The lack of strong signals from consumers of educational services creates an imbalance between the higher education system and the market requirements and results in the conservatism of higher education. In this context, the purpose of this article is to develop a conceptual model for assessing the contribution of higher education to the national economy as one of the drivers of its transformation. The need to optimize the professional structure of education, with reference to the potential and prospects of the national economy, is emphasized. Research methods involve analysis and synthesis, induction and deduction, system and logical methods. The study result is a model that takes into account a number of indicators of employer satisfaction in university graduates, as well as indicators of regional and industrial security of specific professionals with higher education. An effective motivation for employers to take a more active part in the organization of higher education is the system of educational loans. The state’s management of the credit sphere creates opportunities for consumers of educational services to direct financial flows primarily to education in priority specialties. The effectiveness of this tool requires ensuring its accessibility to employers and differentiating interest rates.

Higher Education Objectives Impact towards the Attainment of Cameroon’s Vision 2035 with Respect to Poverty Alleviation, and National Unity and Consolidation of Democracy

Higher Education in the Cameroon context is assigned a basic mission of producing, Organizing and disseminating scientific, cultural, professional and ethical knowledge for development purposes. This study aimed at investigating the extent to which the Implementation of Higher Education Objectives (HEO) predicts the attainment of Cameroon’s Vision 2035. Specifically, the study was: 1) To find out whether the promotion of ethics and national consciousness is effectively facilitating the attainment of Cameroon’s Vision 2035 with respect to poverty alleviation, and national unity and consolidation of democracy; 2) To find out whether the promotion of bilingualism is effectively ensuring the attainment of Cameroon’s Vision 2035 with respect to poverty alleviation, and national unity and consolidation of democracy. The study made use of two hypotheses, which were either accepted or rejected after analysis. The quantitative and qualitative (mixt method) design was used for this study. The population of the study consisted of all the final year students (potential graduates: B.Sc, B.Ed, M.A, M.Sc, M.Ed, Ph.D, and HND etc.) from 14 Higher Institutes of Learning (HIL) in the South West Region of Cameroon. The sample consisted of 370 students chosen at random. 24 teachers were also interviewed. A questionnaire and an interview guide were used for data collection. The questionnaire was validated by 30 students who did not constitute part of the sample. Quantitative data were analyzed using the Pearson Product Moment Correlation Coefficient (statistical tool). Qualitative data were analyzed by using content analysis. The main findings revealed that; the current promotion of ethics and national consciousness is high, hence guarantees the attainment of Cameroon’s Vision 2035 with respect to poverty alleviation, and national unity and consolidation of democracy. On the contrary, the mean for the current promotion of bilingualism was found low as such does not guarantee the attainment of Cameroon’s Vision 2035 with respect to poverty alleviation, and national unity and consolidation of democracy. The researcher concluded that the Implementation of HE Objectives has a direct relationship with the attainment of Cameroon’s Vision 2035 yet some of the objectives are not effectively implemented. Some recommendations were made.

ÉTICA E ENSINO SUPERIOR EM DESIGN

O design pertence ao campo das ciências sociais aplicadas e, por isso, aceita contribuições de diversas áreas para compor a matriz curricular da graduação. Isso, porém, muitas vezes contribui para a fragmentação do saber no ensino do design, sob o nome, muito usual, de interdisciplinaridade. Atualmente, as faculdades de design no Brasil se firmam como produtoras de conhecimento, mas ainda mantêm o foco no “ensinar a fazer”. É o que se verifica em disciplinas de prática projetual, muitas vezes sem embasamento teórico-científico e, principalmente, distantes do usuário real e da realidade social que cerca a universidade. Ignoram-se as finalidades do ensino superior e seus deveres em relação à sociedade, determinados em leis específicas, como a lei de Diretrizes e Bases da Educação Nacional – LDB - lei n° 9.394/1996. Com base nesses questionamentos e com foco na ética no ensino superior em design, construiu-se este artigo utilizando-se da revisão da literatura e da descrição de uma experiência em sala de aula, com o objetivo de questionar e avaliar a prática docente em uma faculdade de design e o papel do professor de design nos processos de ensino-aprendizagem. Concluiu-se que esses processos são uma realidade complexa e que estudos nesta área merecem desdobramentos.

Integrating academic writing in degree programmes in higher education

Students at higher education institutions largely communicate their acquired knowledge through written assignments.The results follow the students through their career as documentation of their competence. A dimension of academic writing is to demonstrate a degree of critical thinking, as an important objective of higher education is to prepare the student for taking active part in society – a society in which the ability of critical thinking is an imperative.
 Despite the fact that academic writing constitutes a central part of higher education, there is little systematic follow-up on this topic in most higher education institutions in Norway. From 2018, Department of Language and Culture at UiT decided to remedy this by engaging a writing mentor who offers students support on academic writing. Additionally, the Department has chosen to emphasise the importance of writing by integrating zero-credit obligatory courses within the degree programmes in language and literature. From 2020, students will be required to follow such courses in their first, third and fifth semesters. The courses will follow the students’ progression and emphasise the demands for writing skills at the various levels of the degree.
 By integrating academic writing in the degree programmes, the writing mentor has a unique opportunity to develop seminars accommodated for the writing culture within the students’ own discipline in collaboration with the academic staff. The purpose is to make students better equipped to encounter the technical, formal and ethical requirements of writing in the higher education system. Another objective is to make the students aware of how academic writing and communication areconnected to critical, academic thinking. In this paper, we discuss the idea behind the integrated academic writing courses and share our experiences.

EDUCATIONAL RESOURCES MANAGERIAL STRATEGY: FINANCIAL MANAGEMENT OF LEGAL EDUCATION BOARD (PERGURUAN TINGGI BADAN HUKUM)

The emergence of the era of The Fourth Industrial Revolution (the 4.0 IR), the utilization of education resources optimally and comprehensively has a strategic and significant role in realizing the mission and objectives of higher education that maintains education as its Core Business. In order to be able to manage educational resources effectively and efficiently, appropriate managerial strategies are needed and describe actions based on goals that will be realized so as to create sustainable competitive advantages, in carrying out their programs based on managerial strategies for the use of educational resources efficiently and effectively. This study aims to analyze managerial strategies carried out by universities that have legal entities in using educational resources to support the realization of their mission. The research method used is a case study with a qualitative approach, with the object of research being universities that have legal entities, with the research sample being UPI PTN-BH. The managerial strategy of financial management of all activities is based on internet media (on-line), both in terms of planning, implementation, supervision and reporting. However, it needs to be improved in relation to the competence of the implementing staff in accordance with the needs and demands relating to the applicable financial information technology, in streamlining and streamlining the work patterns that must be applied.Keywords: Financial management, managerial strategies, educational resources

Digital Technologies in Teacher Training: New Experience

In the field of training higher educational institution teachers, an era of significant change is beginning. For long, this area has remained the most conservative and was not noticeably subject to changes in society. However, the situation has changed dramatically. First of all, this is due to the rapid development of other areas of human activity, and in particular digital technologies. It is already difficult to imagine a modern society without such technologies, and the main task of a higher education teacher is precisely to train highly qualified specialists with new competencies to solve the challenges facing humanity. Strengthening the explicit link between the needs of society and the objectives of higher education is one of the prerequisites for significant changes in the field of education. The concept of training a teacher of higher education for the future today is largely determined by the development trends of digital technologies. The absence of objective reasons to assume the cessation of the use and development of digital technologies allows us to make an assumption that virtual educational worlds will appear in the foreseeable future, which will become the same familiar environment for acquiring the necessary competencies as higher schools existing in the physical world. This largely determines the relevance of the chosen research topic and determines the need for a thorough analysis of the educational technologies used in the training of teachers. The purpose of this work is, using a combination of analysis, synthesis, idealization and analogy, to generalize at the national and international levels the existing ideas about effective approaches to teaching a higher education teacher, including continuous improvement of competence in his professional field, and modern practice of using digital technologies, and also highlight the most interesting new learning experiences. The necessity of applying the so-called “integrated approach to teaching a higher education teacher” by the authors is proved. The main advantages and disadvantages of using digital technologies are highlighted. Reasonable conclusions are made on the existence of an ideal recipe for combining accumulated educational practices in the framework of traditional education and digital technology.

PERSONAL AND MOTIVATION CRITERIA DEVELOPMENT OF MASTERS IN PRIMARY EDUCATION TO INNOVATIVE ACTIVITIES

The article is devoted to the actual problem of professional preparation of future masters of elementary education for innovative activity. The author points out that the realities of the modern world, the transformation processes in the education system, the social procurement of the labor market encourage the revision of certain established views on the goals and objectives of higher education in general and the professional training of future masters of elementary education in particular. In this regard, there is a need to organize a system that would provide a purposeful process of forming the masters’ professional readiness for innovation activity. The study of this process allowed us to identify the main components of masters’ professional readiness for a specific activity, such as cognitive, motivational, reflexive, praxeological. In the context of the of the study, the motivational component determines the formation of motives for innovation as a pledge of self-realization and self-development of undergraduates; interest in innovation as an important source of professional needs, personal growth, a strong interest in creativity and more. In the article the level of the personality-motivational criterion is: conscious attitude of future masters of elementary education to innovative activity; formation of motives for professional self-improvement and self-development; stable orientation on humanistic values in pedagogical innovative activity; formation of professionally significant personality traits; the need for innovation; formation of creative potential; professional mobility. In the article the level of formation of personality-motivational criterion (motivational component) of professional readiness of future masters of elementary education for innovative activity at the indicative stage of the experiment is analyzed.