Orientation Of Higher Education Research Articles

Grit and workplace spirituality on psychological well-being among faculties of higher education institutions

The present research investigates the complex connection between grit, workplace spirituality, and psychological well-being among faculty members in higher education institutions. The study was focused on faculty members of public state universities in India (Bihar). The data was gathered through surveys and then examined using multiple regression analysis. Findings offer valuable insights into the factors that influence psychological well-being among faculty members. Precisely results indicate that grit and workplace spirituality are strong predictors of various aspects of psychological well-being. The study also revealed an interesting facet of workplace spirituality as the workplace spirituality was positively associated with psychological well-being, but a further analysis of its components showed a more complex relationship. The spiritual orientation dimension, representing an individual's adherence to their spiritual ideals at work, was discovered to adversely affect psychological well-being. This contradictory discovery indicates that an overemphasis on spiritual orientation in higher education could result in a contradiction between personal values and professional requirements, ultimately reducing psychological well-being. It emphasizes the importance of a balanced approach to workplace spirituality that enables individuals to incorporate their spiritual beliefs into their work without facing excessive stress or conflict. The results provide significant information for enhancing the welfare of educational professionals and may have wider significance for the education sector and occupational psychology.

Transformation of Students' Career Orientation in the Era of Artificial Intelligence: A Systematic Literature Review

This research revolves around the challenges faced by students in aligning their career orientation with demands and changes, as many traditional jobs are threatened by AI technology. The aim of this study is to identify trends in the transformation of students' career orientation in the era of Artificial Intelligence (AI), map the career challenges for students in the AI era, analyze the skills and competencies required, and assess the role of educational institutions in supporting this career transformation. The research method applied in this study is a systematic literature review. The initial stages involve collecting literature sources from scholarly databases and proceeding with a screening process to select literature relevant to the research focus. Finally, in-depth analysis of selected literature is conducted to identify patterns, trends, and key points related to the research topic. The results of the study describe that the development of AI technology has a significant impact on students' career orientation in higher education. Furthermore, students also face career challenges such as competition with technology, uncertainty about future employment, and skills gaps. To address these challenges, students need to develop technical AI skills, ethical AI understanding, problem-solving abilities, and continuous learning skills to succeed in the AI job market. On the other hand, higher education institutions should play a proactive role in addressing these challenges by developing relevant curricula, organizing training sessions, collaborating with industries, and enhancing AI learning facilities. Further research is suggested to focus on the implementation of these strategies in the specific context of higher education institutions and evaluate their impact on student career preparedness in the evolving AI era.

Methodological characteristics of professional-oriented teaching of mathematics and physics to higher education students

Relevance. The modern stage of socio-economic changes in the society of the Republic of Kazakhstan and the need for transition of higher education to a new level, the issue of updating the system of methodological training of future specialists capable of developing new and optimising existing solutions in the field of mathematics and physics determine the research relevance.Purpose. The study aims to develop pedagogical conditions for the implementation of the methodological system of teaching mathematics and physics students based on professional orientation in higher education as a guarantee of competitive specialists in the labour market.Methodology. The following methods were used in the process of experimentation: analysis, synthesis, comparison, systematisation, classification, generalisation, and experimentation: establishing, forming, and controlling, as well as methods of mathematical statistics.Results. Development and introduction, based on Narxoz University and Asfendiyarov Kazakh National Medical University, of the methodology of organisation of professionally directed teaching of mathematics and physics in the context of professional training of future specialists of the technical direction of higher educational institutions of the Republic of Kazakhstan is carried out. The results of the obtained data in the process of experimental research conclude that the proposed methodology is effective because it allowed to increase in the level of learning physics and mathematics in the process of professionally directed training of students of higher educational institutions. The study presents pedagogical conditions for the implementation of the proposed methodology: the development of motivation to study mathematics and physics, the development and implementation of the methodology of professionally oriented teaching of mathematics and physics, and the use of effective computer technologies.Conclusions. The practical value of the study consists of the developed methodical system and computer programs, which are recommended to be used in the organisation of independent work of students, preparation of educational programs, syllabuses, and educational-methodical complexes for various technical specialities.

NEP and Research Orientation in Higher Education

NEP and Research Orientation in Higher Education

Инклюзивное совершенство: новая модель университета в XXI веке на основе универсального дизайна обучения

<p>Affordable high-quality university education is a moral and legal imperative today. At the same time, there are still numerous barriers to get this university education. The orientation of higher education towards world rankings and economic efficiency indicators contradicts with inclusive values and goals. Inclusive politics needs radical revision and updating. The aim of this research is to design an inclusive university model based on universal educational design. The research method is a review and theoretical analysis of scientific publications devoted to inclusive higher education and published on the platforms SpringerLink, PubMed, Frontiers and Taylor & Francis Group. The paper examines the concepts of inclusive excellence and universal design for learning and provides a theoretical analysis of the possibility of using these approaches to transform a modern university. The authors propose a model that takes into account: organizational culture, indicators of inclusive excellence, principles of transformation of the educational environment, external factors, global and national context and the process of transformation (involvement, representation, action through a plurality of means and environments based on agency). The expected result is of high importance for Russian and world science and is in the trend of key scientific research of education and its transformation, focused on the values of social justice, accessibility and equal opportunities, and also responds to the crisis situation in the humanities.</p>

Norwegian higher education futures

AbstractThe paper deals with the future of Norwegian higher education as part of a Nordic project on higher education futures. To identify future scenarios for Norwegian higher education (HE), the paper uses the theoretical lens of historical institutionalism to focus on scenario building. Like in the other Nordic countries, Norwegian HE and research are characterized by easily accessible and free public HE provision, high participation rates, and a high level of investment in HE and research. However, the question is this: If we look back at the development of Norwegian HE the last decades, to what extent can we expect present developments to persist and to what extent can we expect more or less sharp breaks and deviations from past and present developments? Departing from an institutionalist position, two historically grounded visions and related scenarios are identified: an academic excellence scenario and a national service scenario. The scenarios reflect tensions between different visions of the shape, emphasis, and orientation of HE and research. The empirical focus is on the developments of HE along five dimensions: growth, systemic integration, academic drift, labor market relevance, and governance. First, the conceptual approach is presented, outlining the use of scenarios and an institutionalist approach to thinking about the future of HE. Secondly, the paper outlines the five trends regarding past and ongoing developments. Third, some ideas about future developments are outlined, before the conclusion is drawn.

Value Orientation in Higher Education—Strategies for Implementation in Particular Reference to Indian Universities and Colleges During COVID-19

Value Orientation in Higher Education—Strategies for Implementation in Particular Reference to Indian Universities and Colleges During COVID-19

СТУДОЦЕНТРОВАНИЙ ПІДХОД ДО ОРГАНІЗАЦІЇ ОСВІТНЬОГО ПРОЦЕСУ ЯК УМОВА РОЗВИТКУ КОНКУРЕНТОСПРОМОЖНОСТІ МАЙБУТНЬОГО ВЧИТЕЛЯ

Prerequisites for the actualization of the problem of the development of the teacher's competitiveness are socio-economic and educational transformations, which were reflected in the content of state documents on the modernization of education in Ukraine. A modern teacher needs to be ready for ever-changing trends in society and the labor market. Responding to the demands of the times, higher pedagogical education should be based on the ideology of development and qualitatively change. The system of professional pedagogical training should provide for the process and result of mastering the system of general and subject competencies and the formation of the worldview and other personal qualities of the future teacher based on them, including competitiveness. We define competitiveness as a set of formed personal and professional qualities and characteristics that determine success in professional and social activities, and highlight the following characteristics of a competitive teacher: professional competence, value-motivational component; manifestation of individuality. We believe that the competitiveness of the future teacher is a dynamic characteristic of the individual, therefore we can talk about its development as a result of the formation of a set of key competencies of the individual, which make up the professional and personal basis of activity and professional competence. In our opinion, one of the conditions for the development of social and professional mobility of a future specialist is studio-centered training. Student-centered learning is a modern philosophy of educational activity, an important principle of organizing educational activities of a higher school. Orientation of higher education on the personality of the student makes it possible to increase the quality of the higher education system, to prepare a competitive specialist in the modern labor market with flexible creative thinking, proactive, stimulates him to responsible learning, develops social and professional mobility. Elective disciplines are an "indicator" of the introduction of an individual educational trajectory of a student of higher education, one of the mechanisms for improving the quality of professional training, developing the social and professional mobility of a future specialist.

Quality work in higher education: a multi-stakeholder study

Quality in higher education has been at the top of the political agenda for years, motivating discussion of how to define quality and how standards and assessment can promote quality. However, the literature tends to overlook the processes and practices constituting ‘every-day’ quality. To improve quality, it is important to know how quality is perceived and enacted by the key stakeholders, namely the students, teachers, administrative staff and managers. Informed by the findings of a survey, this article aims to identify and compare the local practices of quality work at higher education institutions in Denmark. The analysis reveals that students, teachers and managers across sectors to a large extent share views on quality work highlighting practices that help develop students’ academic skills, the ability to apply these to practice and the continuous development of teaching practices. Some differences are however also apparent, for example, concerning employability orientation in higher education.

Concerns Regarding the Orientation of Higher Education in Romania. Flexibility - A Current Requirement

Concerns Regarding the Orientation of Higher Education in Romania. Flexibility - A Current Requirement

Retrospective Analysis of the Process of Education at the University

The purpose of the article is to conduct a comparative analysis of the opinions of teachers on the process of educating a student, his objectivity and specificity. In the article is shown that the situation in domestic education, which developed in the 90s of the XX century, the educational component of higher education in Russia was almost completely destroyed, and there was a significant narrowing of the target orientation of higher education to the tasks of professional and activity formation of a specialist, instead of a comprehensive development of the student’s personality. The article provides a comparative analysis of the opinions of the most prominent teachers of the current and earlier period of domestic pedagogy on the process of educating a student. Since educational interaction with students did not stop in some schools, some practices of educational interaction that are successfully used in schools are proposed for consideration for transferring to university realities. Some possibilities of educational potential in the university are noted, including the effectiveness of education through work with leadership qualities, the use of the team as an educational environment, etc. The concept of “university identity” is derived as an important criterion for the upbringing of the student, as well as the result of pedagogical interaction with the student. In conclusion, it is concluded that despite the introduction of an exemplary upbringing program in an educational organization of higher education, upbringing remains a secondary appendage of the educational process. To solve the identified problem, the need to work with the teaching staff was noted.

Strategic Entrepreneurial Orientation in Higher Education: A Comparative Analysis

Internalizing entrepreneurial awareness at a university is important to ensure the sustainability of supporting entrepreneurial activities and effective resource management. Managers, academics and administrative staff should address entrepreneurship as a strategic goal so that the environmental conditions of entrepreneurship encouragement and support can be created to upgrade to the fourth generation university model, which is the entrepreneur-innovative research university model. Thus, the question should be “What will be the strategic entrepreneurial orientation in terms of effective resource management in higher education?” It is important to look for answers to questions, such as “What are the strategic approaches that directly affect effective resource management and university conditions?”, “What is expected from university administrations?”, and “How can the efforts of university administrations be evaluated?” An alternative model was developed by Koyuncuoğlu and Tekin (2019) to evaluate the extent to which university administrations internalize entrepreneurship and how much its entrepreneurial culture has been embraced in the academic and administrative organization, educational programs, and administrative processes. This study aims to review the studies on strategic entrepreneurial orientation in higher education and to reveal the existing knowledge about the dimensions of entrepreneurship and strategic entrepreneurial orientation. Therefore, the strategic entrepreneurial orientation model developed by Koyuncuoğlu and Tekin (2019) is discussed, the models in the literature are compared, and some suggestions are made for researchers and universities.

СТУДОЦЕНТРОВАНЕ НАВЧАННЯ ЯК УМОВА РОЗВИТКУ СОЦІАЛЬНО-ПРОФЕСІЙНОЇ МОБІЛЬНОСТІ МАЙБУТНЬОГО ФАХІВЦЯ

The modern global world is characterized by dynamism, virtuality, speed and individualization. Graduates of higher education institutions need to be ready for ever-changing trends in society and the labor market. The processes of globalization and integration present a person with the need to constantly be ready for movements in the social space, to flexibly interact with various cultural and social systems and subjects. Responding to the demands of the times, higher education inevitably changes, actualizing the problems of development in the future of social and professional mobility. We understand socio-professional mobility as a set of abilities and personal qualities of a specialist that allow us to act effectively in a constantly changing professional environment, to be socially and professionally active, competitive, and professionally competent. Abilities and personal qualities (initiative, creativity, social and professional activity, ability to take risks, self-organization, independence, volitional self-control, determination, self-confidence, openness to new things) that make up the socio-professional mobility of the future specialist are determined. In our opinion, one of the conditions for the development of social and professional mobility of a future specialist is studio-centered training. Student-centered learning is a modern philosophy of educational activity, an important principle of organizing educational activities of a higher school. Orientation of higher education on the personality of the student makes it possible to increase the quality of the higher education system, to prepare a competitive specialist in the modern labor market with flexible creative thinking, proactive, stimulates him to responsible learning, develops social and professional mobility. Elective disciplines are an "indicator" of the introduction of an individual educational trajectory of a student of higher education, one of the mechanisms for improving the quality of professional training, developing the social and professional mobility of a future specialist.

Dual education in Germany as a way to deepen the practical orientation of higher education

Dual education in Germany as a way to deepen the practical orientation of higher education

Key Problems of Political socialization of International students studying in the Russian Federation

The relevance of this topic is due to the need to realize the maximum potential of Russian higher education as an instrument of “soft power”. The purpose of this article is to analyze the problems that accompany the solution of the main task — the political socialization of international students studying in the Russian Federation. The article covers three main aspects. The first is the absence of a minimum level of knowledge of the host country for high-quality political socialization of international students; the second is the lack of full-fledged motivation for real, not formal socialization, the third is the lack of the same motivation for the effective and meaningful implementation of a set of profile measures among the employees of the receiving side. The lack of resolution of the above three problems makes it impossible and meaningless to work to achieve the main goal — the political socialization of international students studying in the Russian Federation. The main reason for the urgency of the first problem is the orientation of higher education of foreign students in the Russian Federation to maximize profits to the detriment of its other goals, the second is the cultural code of the majority of international students, and the third is systemic management ‘failures’ in Russia itself. At the same time, the unresolvedness of these problems significantly complicates the work with one of the most promising categories of international students — immigrants from the countries of the Greater Middle East, Africa, South Asia and the Asia-Pacific region.

Development and Assessment of the English Grammar Asynchronous Online Learning Module before Being Applied in Real Lesson

Currently the orientation of higher education in Indonesia has shifted to online-based education. Unfortunately not all universities are ready to implement asynchronous online teaching. The question is whether the developed asynchronous online teaching module can meet the desired quality qualifications. Therefore the objective of this study is to conduct an assessment of the asynchronous online learning module before it is applied to actual learning so that there is no trial and error of the learning module in learning. Three stages of assessment were carried out in this study. This research is a combination of qualitative and quantitative research methods. This study concludes that: Building online instructional of English grammar not only needs to be accompanied by an explanation of the subject matter in English but also accompanied by using the mother tongue language especially if English is as foreign language for the students. Students prefer asynchronous online learning modules along with animated images that represent lecturers presenting teaching material. Most students agree that asynchronous online of English grammar lesson makes it easier for students to understand learning material and achieve good learning outcomes (up to 67%) as well as meets student learning needs. Unfortunately, asynchronous online of English grammar lesson do not raise some students' enthusiasm for learning.

КОМУНІКАТИВНА МОБІЛЬНІСТЬ МАЙБУТНЬОГО ПЕДАГОГА-ВИХОВАТЕЛЯ: ТЕОРЕТИЧНИЙ АСПЕКТ

The article is devoted to the analysis of the content of professional activity of the future educator, the disclosure of the modern idea of ​​communicative mobility of this category of pedagogical workers of preschool education. The article substantiates the importance of communicative mobility in terms of professional orientation in higher education. The proposed approach to the definition of communicative mobility allows to go beyond its narrowly utilitarian understanding. The considered definition is reduced to the level of the principle of the subject of activity. It is substantiated that such interpretation allows to reveal in communicative mobility opportunities for positive development of the future educator. Emphasis is placed on the formation of the worldview of the future teacher-educator, who demonstrates its important qualities as a high level of adaptability to familiar and new situations, allows you to form a mechanism for rapid response to events in various fields, and provides a chance to experience communication in real life. which are the basis for the formation of ideas about human life and for the realization of the needs and interests of the individual in the political, legal, economic, social and cultural life of the state. Particular attention is paid to the issue of substantiation of the mechanism of mobility, both pedagogical and communicative. The universal character of communicative mobility of the future educator is revealed: multifaceted, multifaceted and multi-textured. It was found that the structure of communicative training of this category of teachers of preschool education is the dialectical unity of all its components, which are the most important factor in self-realization of the individual, along with knowledge, skills and abilities. Emphasis is placed on the fact that pedagogical communication in the educational environment of the preschool institution coordinates purposeful, practical actions of its participants, the peculiarity of these interactions between the subjects of the communication process is that this interaction is carried out indirectly through communication. It is noted that the communicative mobility of future educators is an activity and is the ability to adapt to the implementation of communicative activities.

It’s learning development, Jim - but not as we know it: academic literacies in third-space

This paper maps our experience of conceptualising and teaching an interdisciplinary first-year undergraduate ‘Higher Education Orientation’ module against the seminal paper written by Lea and Street in 1998. We argue for third spaces within the curriculum and for practices that re-imagine what education is and what the university could be.

The quality of orientation in ODL

PurposeThe purpose of this paper is to assess the consistency with which quality is maintained in the orientation process. Orientation is a key university process intended to prepare new students for life in higher education (HE). For open and distance learning (ODL), orientation can be a key process for lessening some of the challenges associated with the separation of the learner and the lecturer. Indeed, for ODL students, orientation can be fraught with a variety of challenges one of which could be quality problems.Design/methodology/approachConvenient sampling was used to obtain a total of 89 students in the first semester and 34 students in the second semester. The respondents came from all the eight districts in the Midlands province of Zimbabwe. They belonged to various degree programmes found in the eight faculties of the institution. Correlation was used to determine quality variations. Using a mixed methods approach, the study sought the views of the students and the relationships between activities done in the two semesters of 2018. SPSS version 16.0 software was used to compute Spearman’s correlations whereas content analysis was used to analyze the open-ended responses to the questa-view. This mixed methods approach helped the researchers to analyze and compare the quality of the orientation sessions.FindingsResults yielded a positive and high significant correlation between first and second semester variables (r=0.916,p=0.000), a finding indicating that staff members in the Midlands Regional Campus of Zimbabwe Open University have not changed their ways of conducting orientation. On a scale of 1 (least effective) to 5 (most effective), the average ratings for the presentations in the first and second semesters were 4.08 and 4.26, respectively. In the qualitative analysis, adequacy of the venue, timing, coverage of aspects and use of media were all rated positively for the two sessions. However, for the two sessions, some students mentioned negative sentiments to do with the provision of needed materials at time of student registration, the public address system, orientation packages, time management and communication.Research limitations/implicationsThis paper looks at the process of orientation as it was done at one regional campus of an ODL institution in Zimbabwe. It also analyses the quality of the orientation using correlation as a lens that measures consistency and also by critically analyzing content in the respondents’ voices. Implications are that the findings and recommendations can also be applied in other ODL (and even non-ODL) institutions with a view of finally coming up with common policies and procedures with regards to providing quality service and support to the twenty-first century student.Practical implicationsFindings were relevant and could be used for designing applicable orientation programmes in ODL institutions and for improving the quality of student support and services.Originality/valueWhile a number of studies have been carried out on orientation in HE, it would appear that research on orientation in ODL institutions, especially in Zimbabwe, appears minimal, hence this study covers an unexplored niche.

Holistic competence orientation in sustainability-related study programmes: lessons from implementing transdisciplinary student team research in Colombia, China, Mexico and Nicaragua

This article contributes with a tested transdisciplinary learning format to the discussion about strategies to increase regional relevance and competence orientation of higher education in the fields of sustainability and rural development. In the Latin American–European network “Rural Society, Economy and Natural Resources—Integrating Competence in Rural Development” (SERIDAR), scientists and practitioners in rural areas have jointly elaborated research problems, which were then investigated—among other formats—by interdisciplinary teams of students within related study programmes. These projects had dual purposes: conveying essential professional competences to students and generating knowledge for and with participating rural actors. Linking approaches of transdisciplinary research and competence-oriented curriculum development, universities thus increased their efforts to fulfil their societal tasks and contribute to sustainable problem-solving. This article provides academic staff with insights into the didactic concept, tested and adapted in Mexico, Colombia, Nicaragua and China according to local conditions. Results of a comprehensive evaluation and systematisation process on local and international level are presented, as well as conclusions on factors and conditions necessary for the implementation and integration of transdisciplinary and problem-based student team research into university curricula as well as on this format as an element of collaboration for problem-solving in multi-stakeholder platforms.