Practice In Higher Education Institutions Research Articles

Campus Journalism Practices Among State Universities of CALABARZON

Campus Journalism plays a huge part in Philippine Education. The management of the Student Publication led to the use of campus journalism practices to achieve journalism goals and objectives of Higher Education Institutions (HEIs) pursuant to the Campus Journalism Act of 1991. This study aimed to describe the profile of respondents, assess the campus journalism practices, and relate the assessment to the journalism practices and students’ profile variables in state universities of CALABARZON. The researcher utilized the descriptive method of research using qualitative and quantitative approaches. There was a total of 437 respondents from the five state universities. A researcher-made questionnaire and a focus group discussion (FGD) were utilized in the study. Weighted mean, frequency/percentage, and Chi-square of Independence were the statistical tools used. Based on the data gathered, it was found out that the campus journalism practices used in planning, management, production and distribution, and participation during competitions were moderately manifested. However, some of the campus journalism practices in budgeting were least manifested. The findings further revealed that the degree program, years of experience as a campus journalist, and seminars/workshops/conference attendance were the profile variables significantly related to campus journalism practices. The results suggested the creation of a creative management plan for the improvement and upgrade of campus journalism practices of HEIs.

Can India’s Higher Education Improve Through Better Management of Human Resources: A Comparative Study of India and the United States

This study investigates human resource management (HRM) practices in higher education institutions (HEIs) based on a comparative analysis of India and the US. Although higher education in India has grown over the decades, its quality, in general, has not kept up with global standards. On the other hand, many US universities have performed consistently well in international university rankings. Based on qualitative research collected from principal stakeholders of HEIs in India and the US, HRM practices and policies followed by them are presented and discussed. Data collection for the research study was through web interviews during the period August–October 2020. The study reveals that Indian public HEIs do not have professional HRM teams. Also, they are in a formative stage in autonomous and private institutions. On the other hand, many HEIs in the US have developed mature HRM systems. This difference resonates in attributes such as structure of HRM, recruitment and selection processes, training and development programmes, performance management, career progression and talent retention.

Sustainability practices at higher education institutions in Asia

PurposeIt is still unclear how Asian universities incorporate the theory or practice of sustainable development (SD) in their research and education programmes. To address this gap, the purpose of this paper is to report on a study that has examined how universities in Asian countries handle and address matters related to SD.Design/methodology/approachThe study used a bibliometric analysis and an online survey-method. The online survey data were analysed through descriptive analysis and one-sample student’s t-test.FindingsThe study indicates that there is considerable variation among the Asian countries regarding sustainability practices in higher education institutions (HEIs). The HEIs in far eastern countries, such as Indonesia, Malaysia and Thailand are perceived to demonstrate more sustainability practices.Research limitations/implicationsEven though a substantial number of participants participated in the survey, it did not cover all Asian countries. The online survey was carried out over a limited period of time, and not all HEIs in the field may have received information about the study.Practical implicationsAsia is the largest continent facing a number of sustainability challenges. In this context, the contribution of HEIs is very important. The findings of the current study may serve as a baseline for Asian HEIs to take more initiatives towards SD goals, as HEIs are responsible for the education and training of hundreds of thousands of students who will be occupying key positions in industry, government or education in the coming years.Originality/valueThe study contributes to the existing literature in two distinct ways. First, it was possible to develop a comprehensive instrument to measure sustainability practices in HEIs. Second, this study has filled the gap of the scarcity of studies regarding sustainability practices in HEIs in Asia.

Quality is Never an Accident: A Survey on the Total Quality-Management Practices amongst Selected Higher Education Institutions in the Philippines

Total Quality Management (TQM) is regarded as a gauge of university management, in order to maintain global standards. This study examined Total Quality-Management (TQM) implementation and the practices of higher education institutions in the Philippines. It utilized a cross-sectional survey-study design to 347 respondents recruited from the total population of 3847 administrators and academic members of nine selected institutions in the Philippines. The measure of TQM adoption and practices was extracted from several sources of previous TQM researches. This study was done for six months. The analyzation and interpretation of the data were done by using descriptive and inferential statistics. The results indicated that participating Filipino HEIs had a high degree of adoption on top-management commitment, Teaching and Learning Delivery Modes, campus amenities, system and process management, customer satisfaction, and linkages. In contrast, the HEIs have a modest degree of acceptance in strategic planning and Data Management. The test of differences indicated that strong confirmation to top management commitment and strategic planning as indicators of TQM is significantly more evident in private-type HEIs; and it was placed at the university level, when compared to those of the provincial and national HEIs. The findings provide some practical implications to further enhance Filipino HEIs in the advent of the Fourth Industrial Revolution.

Lean practices toward a balanced sustainability in higher education institutions: a Brazilian experience

PurposeAs few studies have explored the causal relationship between both the triple bottom line (TBL) of sustainability and the lean practices in higher education institutions (HEIs), the purpose of this paper is to analyze the relationships between lean practices and sustainable practices in Brazilian HEIs.Design/methodology/approachA survey was conducted with 454 public and private HEIs workers in Brazil. Confirmatory factor analysis and structural equations modeling were used for data analysis.FindingsThe results support the hypotheses of the study that HEI lean practices are positively related to environmental, economic and social practices in HEIs.Practical implicationsHEI managers must evaluate the use of lean practices in the organizational processes, to identify their weaknesses and to improve the aspects that influence a balanced TBL of sustainability practices.Social implicationsThe findings highlight the importance of leadership as a support for the workers, as a continuous improvement practice on a daily basis and a focus on the student as a basic principle of HEI success.Originality/valueThis article provides new measurement and structural models to analyze Lean thinking practices as the predictors of sustainability practices. The work could assist any HEI in prioritizing its strategies and actions and to contribute to excellence in decision-making. This study could contribute as a source of empirical data for transferability in other contexts for HEIs.

Research data management practice in higher education institutions in Ethiopia

There is increasing pressure from funders, publishers, the public and other research organizations on researchers to improve their research data management. The main objective of the study was to examine the practices of research data management at higher education institutions in Ethiopia. The study was employed multi-stage sampling technique to select the actual sample unit of respondents. Eight first generation Universities and one Science and Technology University were selected based on purposive sampling technique. 390 faculty member and 119 stakeholder respondents were selected based on simple random and purposive sampling techniques. The findings revealed that majority of faculty members were used and produced spreadsheet and structured scientific and statistical research data formats. Majority of faculty members were used their personal device to hold their research data. The findings indicated that majority of faculty members were identified their needs of research data management services such as, data management template, storage facilities, research data management policy, guidelines and providing training. The level of awareness on research data management among faculty members was very low. The study concludes that proper research data management is not being practiced. Further research can be done on research data management framework at higher education institutions.

Cultivation of Entrepreneurial Talents Through Virtual Entrepreneurship Practice in Higher Education Institutions

The purpose is to study the influence of virtual entrepreneurship practice on entrepreneurial talent cultivation and innovation and entrepreneurship education in higher education institutions. First, a questionnaire is designed from three aspects: entrepreneurial awareness, entrepreneurial psychological quality, and entrepreneurial knowledge structure. Afterward, the questionnaire is issued to 200 students from a college in Shaanxi province, and SPSS 25 is chosen to analyze and characterize the virtual entrepreneurship practice education and the innovation and entrepreneurship education in higher education institutions. The results show that among all the subjects, nearly 20% of them do not understand entrepreneurship, nearly 85% of them concern about the risk of entrepreneurship, and nearly 70% of them take a negative attitude toward entrepreneurial failure. Meanwhile, the subjects have not formed an independent view on entrepreneurship, the subjects’ basic entrepreneurial quality is poor, their entrepreneurship awareness is weak, and their entrepreneurial psychological quality is poor. The subjects lack entrepreneurial quality rather than entrepreneurial knowledge. Finally, some suggestions are put forward on education on virtual entrepreneurship practice in higher education institutions from four aspects: improving the external environment of entrepreneurship, improving the entrepreneurship curriculum in higher education institutions, improving the teaching staff, and developing the practice bases for entrepreneurship education. The results provide some ideas about promoting the comprehensive reform of talent training mode in higher education institutions.

EMPIRICAL REVIEW OF FACTORS AFFECTING BUYING BEHAVIOR IN HEI’S OF KHYBER PAKHTOONKHWA PROVINCE (PAKISTAN)

Purpose of the study: The purpose of this study was to highlight factors that affect buying practices in higher education institutions.
 Methodology: A questionnaire was used to collect primary data from respondents of higher education institutions of Khyber Pakhtunkhwa (Pakistan). Correlation & Regression tests were applied with the help of SPSS for checking association and cause and effect relationship between predictors and criterion variables.
 Main findings: Findings of the study reveal that institutional goals, objectives, policies & procedures regarding the purchase, relationship with the suppliers & their credibility, product knowledge, and intangibility are some key factors that affect the buying behavior of individuals in institutions.
 Applications of the study: Study will help institutional buyers in particular and others in general to reduce brand sensitivity & risk associated with the purchase by following established procedures and policies. The study will help marketers in devising corporate and marketing strategies in different environments to overcome competition.
 Novelty/Originality of this study: The area of institutional buying in terms of branding has been largely ignored by researchers and academicians previously due to which this area remained underdeveloped theoretically. The study reveals the importance of various factors in institutional buying context and knowledge of these factors will help institutional buyers in particular and others in general, in reducing risk and uncertainty, by overcoming the complexity involved in institutional buying patterns.

Students’ evaluation of academic courses: An exploratory analysis to an Italian case study

Students’ evaluations of teaching is a common practice in higher education institutions, with the main purpose of improving course quality and effectiveness. In this paper we would like to contribute to the existing literature on course and teaching evaluation by providing an empirical analysis based on questionnaires collected by an Italian private institution, namely the Libera Università Maria Ss. Assunta (LUMSA), for several degrees in Social Sciences. In order to identify the main factors affecting students’ satisfaction, we use not only teaching indicators and degree-specific characteristics, but also control for student-specific characteristics. Our analysis is based on a Multiple Correspondence Analysis for categorical variables, which represents a very useful method to study the multidimensional relationship among qualitative variables, along with a hierarchical clustering, in order to better summarize the results. Our findings reveal that student satisfaction relates to teaching and course organization. Moreover, we find some evidence that students typically evaluate their course on the basis of their experience rather than their personal interests.

Positioning students as consumers and entrepreneurs: student service materials on a Hong Kong university campus

ABSTRACT Favoring individual entrepreneurial freedom and free-market competition, neoliberalism has reshaped the social and discursive practices of higher education institutions (HEIs) around the world. In this paper, I draw on methods from critical multimodal discourse studies and an analytic concept from linguistic anthropology to examine several sets of student service materials circulating on the campus of a Hong Kong university between 2016 and 2017. While these materials are purportedly designed with student welfare in mind, I demonstrate how they effectively position students as (1) consumers of tailored services or experiences provided by the university; and (2) entrepreneurial selves, that is, socio-economically competitive and self-managed young individuals. I conclude by arguing that these service materials are shaped by and espouse a neoliberal governmentality that (re)orients HEIs and their students towards an all-pervasive marketization, competitiveness, and assertion of class privilege in a globalizing, particularly Westernized late capitalist society in Asia.

Феномен юридического дискурса как объект преподавания в вузе: итоги научно-методического семинара

The article reviews the outcomes of the Russian scientific and methodological seminar with international participation «Modern problems of teaching foreign language legal discourse» organized by the chair of Russian and foreign languages and speech culture of Ural State Law University. Scientific and methodological themes of the seminar led to a constructive discussion of legal discourse phenomenon within the framework of the complex development of the law students’ linguistic identity in modern teaching practice in higher education institutions. The participants reported on very important issues of educational technologies that need to be revised from the scientific and methodological points of view. Those issues deal with (a) development of practice-oriented skills that would allow students to take an active part in communication in their second language; (b) implementation of interactive forms of work in distant learning class; (c) difficulties in translating legal texts.

Intellectual property rights policies of higher education institutions (HEIs) in India: a cross-sectional study

PurposeThe purpose of this study is to assess the intellectual property (IP) policy and innovation practices of higher education institutions (HEIs) and to understand the impact of national intellectual property rights (IPR) policy at the ground level. It identifies the barriers of HEIs in the generation of IP, its commercialization and technology transfer.Design/methodology/approachThis cross-sectional study aims to understand the innovation practices and IP policy framework of HEIs in India. It was studied in a qualitative approach with a structured questionnaire tool deployed to the top management of HEIs (targeted respondents), using convenience sampling methods.FindingsThe results imply that IP policies and innovation practices of HEIs in India are evolving and need to align with the global standard as envisaged in the national IPR policy. Lack of commensurate incentives to the inventors, linkages with industries and facilities were found to be major barriers among HEIs and research institutions. Institutional IP policy shall be framed to promote industry linkages with universities resulting in successful IP generation and technology transfer.Research limitations/implicationsThe sample size in this study is less; however, it does not have an impact on the study outcome, as it is a qualitative approach.Practical implicationsThis study brings awareness among stakeholders of IP generation and commercialization regarding the barriers and needed changes to overcome them through policy.Social implicationsIt helps policymakers to redesign the tools of IP and innovation policy to enable the innovation promotion at HEIs. This study identifies innovation practices and institutional barriers in the generation of IP.Originality/valueThis qualitative survey-based study helps in understanding the innovation practices of HEIs in India. It also aims to identify the barriers of HEIs on the generation and commercialization of IP.

SOFT SKILLS FORMATION OF THE NON-PEDAGOGICAL SPECIALTIES STUDENTS IN THE PROCESS OF STUDYING THE COURSE «PEDAGOGY»

The purpose of the article is to identify ways to form soft skills of future professionals in higher education, to clarify the role of the author’s course «Pedagogy» for students of non-pedagogical specialties in this aspect. Research methods applied: theoretical − analysis of scientific sources, psychological and pedagogical literature and educational literature, comparison, systematization, generalization, modeling; empirical − observation, analysis of educational and professional training programs for bachelors of non-pedagogical specialties, generalization of pedagogical experience. The article analyses the state of development of this problem in psychological and pedagogical science and practice of higher education institutions. The essence of the concept of «soft skills» of future specialists, types of «soft» skills, ways of their formation in a higher education institution are clarified. The developed author’s program of the course «Pedagogy» for preparation of students of non-pedagogical specialties, in particular, 242 Tourism 101 Ecology 103 Earth Sciences, 106 Geography studying at the Faculty of Geography of Ternopil V.Hnatiuk National Pedagogical University is presented. The program is aimed at developing skills of productive interpersonal interaction and constructive conflict resolution; mastering models of successful activity, development of emotional intelligence; formation of creative and critical thinking; mastering the technology of personal and professional self-education and self-development; increasing the level of professional stress resistance; assistance in harmonizing the personality of the future specialist; strengthening resources that will increase resilience to life’s hardships and occupational difficulties. Methods and forms of work on practical classes of the course «Pedagogy» that promote the formation of soft skills of students of non-pedagogical specialties are characterized. The importance of using elements of psychological and pedagogical training in practical classes in pedagogy in the formation of soft skills of students (performance of psycho-drawings, psychological games, and exercises, role-playing situations, methods of nonverbal interaction. Relaxation exercises, use of parables, and others) is shown. The necessity and possibility of involving students in personal and professional growth trainings, anti-stress trainings, anti-burnout trainings, which are held in the Centre of Pedagogical Consulting, are indicated. Prospects for further research are identified, which are to substantiate and develop a system of formation of «soft skills» of future professionals by means of formal and non-formal education in the socio-cultural environment of higher education institutions using digital technologies.

Best Practices in Quality Assurance in Selected Higher Education Institutions (HEIs) in the Philippines in the Light of the Malcolm Baldrige Framework

HEI 's success is now focused on quality assurance. In the Philippines, best practices in HEI's QA cannot be recognized without the support of quality managers, faculty members and staff. Each member has an essential role to play in promoting a successful quality management. With the advent of technology, Quality Assurance is continually in demand. Its process and human resource, in effect, will keep the organization's efficiency. This study addresses how such degree programs are related to the accreditation level of the eight private institutions in the Philippines. We found out that leadership and governance results, financial and market results, and customers were highly implemented by the eight (8) Higher Education Institutions while product and process, customer -focused, and workforce-focused results were implemented. In terms of the level of accreditation, Level 2 (50%) garnered the greatest number of frequencies followed by Levels 3 and 4 (12.5%) and Institutional Accreditation (25%) which means that most programs are accredited while a few are subject to preliminary accreditation. This implies that each institution has highly implemented those three criteria or best practices while the rest has implemented the other four criteria or best practices in the fulfilment of the colleges and universities’ Quality Assurance.

Students' readiness for e-learning during the COVID-19 pandemic in a South-East Asian university: a Rasch analysis

PurposeUniversities have shifted from face-to-face learning environments to e-learning in response to the COVID-19 pandemic. However, the sudden change to online teaching has raised concerns among lecturers about students' readiness for e-learning. This study investigates students' readiness for e-learning during the COVID-19 pandemic and specifically assesses any significant differences between students' gender, age, ethnicity, level of education, field of study and their readiness for an e-learning environment.Design/methodology/approachThe study employed a non-experimental quantitative research design. Data were gathered from a sample of 298 undergraduate and 101 postgraduate students. WINSTEPS Rasch model measurement software was used to determine the reliability and validity of the research instrument. Descriptive, inferential statistics and differential item functioning (DIF) test were used to assess students' readiness for an e-learning mode of instruction with the latter specifically analysing students' demographic factors and their readiness for an e-learning environment.FindingsFindings identified that most students are ready for an e-learning mode of instruction. Further analysis indicated that there were differences in students' readiness for e-learning based on their demographic profiles.Research limitations/implicationsThis study provides insights on students' readiness towards e-learning, discusses implications for e-learning practices in higher education institutions during the COVID-19 pandemic and offers recommendations for future research.Originality/valueThis study provides evidences of students' readiness for e-learning in respect to their gender, age, ethnicity, level of education and field of study. This information could help lecturers to reflect on their own teaching practices, adjust their teaching approaches and subsequently, develop appropriate e-learning methods that best suit the student diversity in their classrooms.

Extent of Sustainability Practices in San Beda University: The Basis for Action Plan Formulation

Higher educational institutions play an important role in the realization of SDGs as an institution and as a member of a society. San Beda University launched the realignment of its programs and projects with the Sustainable Development Goals (SDGs) starting the academic year 2019-2020. An Office was created to oversee the promotion and realization of the SDGs in the University’s programs and projects. This study was conceptualized primarily to look into the extent of implementation, promotion and realization of SDGs in the University’s programs and projects. The University is in infancy stage when it comes to the implementation of SDG. However, at this stage it has demonstrated practices that are aligned with SDGs particularly with SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), SDG 10 (Reduced Inequalities), SDG 16 (Peace, Justice, and Strong Institutions), and SDG 17 (Partnership for Goals). But it has to overcome and improve on particularly in the areas of faculty research citation, formulation and implementation of policies and programs on Climate Action (SDG 13), documentation of pertinent information that will demonstrate commitment to reducing inequality (SDG 10), and the documentation of programs and activities that fall under other SDGs.ReferencesAleixo, A.M., Azeiteiro, U. M., & Leal, S. (2018). The implementation of sustainability practices in Portuguese higher education institutions. International Journal of Sustainability in Higher Education, 19(1), 146-178, https://doi.org/10.1108/IJSHE-02-2017-0016Alshuwaikhat, H.M. and Abubakar, I. (2008), An integrated approach to achieving campus sustainability: assessment of the current campus environmental management practices. Journal of Cleaner Production, 16(16), 1777-1785.Amaral, L.P., Martins, N. and Gouveia, J.B. (2015), Quest for a sustainable university: a review. International Journal of Sustainability in Higher Education, 16, 155-172.Cortese, A.D. (2003). The critical role of higher education in creating a sustainable future. Planning for Higher Education, 31(3), 15-22.Disterheft, A., Caeiro, S., Azeiteiro, U.M. & Filho, W.L. (2013), Sustainability Science and Education for Sustainable Development in Universities: A Way for Transition. In S. Caeiro, W. Leal Filho, C. Jabbour and U.M. Azeiteiro (Eds.) Sustainability Assessment Tools in Higher Education Institutions: Mapping Trends and Good Practices Around the World. Springer International Publishing. 3-28.Findler, F., et. al. (2019). The impacts of higher education institutions on sustainable developments: A review and conceptualization. International Journal of Sustainability in Higher Education. 20(1), Emerald Publishing Limited, 1467-6370. https://www.doi.org/10-1108/1JSHE-07-2017-0114.Francis. (2015). Laudato Si. Paulines Publishing House.Gual, C. (2019). Ready to house a real impact on achieving the sustainable development goals (SGDs)? Implementing the 2030 Agenda at the Higher Education Institutions: Challenges and Responses. Global University Network for Innovation.Jorgensen, T. (2019). Universities to achieve the SDGs and approach the next hurdle. Implementing the 2030 Agenda at the Higher Education Institutions: Challenges and Responses. Barcelona: Global University Network for Innovation.Leal Filho, W., Manolas, E. and Pace, P. (2015), The future we want: Key issues on sustainable development in higher education after Rio and the UN decade of education for sustainable development. International Journal of Sustainability in Higher Education, 16, 112 - 129.Lozano, R. (2011). The state of sustainability reporting in universities. International Journal of Sustainability in Higher Education, 12, 67-78.Lozano-Ros, R. (2003). Sustainable development in higher education. Incorporation, assessment and reporting of sustainable development in higher education institutions, Lund University. National Economic Development Authority. (2019). The 2019 voluntary national review of the Philippines: Review of the status of the implementation of Sustainable Development Goals in the Philippines focusing on empowering people and ensuring inclusiveness and equality.Sammalisto, K., Sundstrom, A. and Holm, T. (2015). Implementation of sustainability in universities as perceived by faculty and staff e a model from a Swedish university. Journal of Cleaner Production 106, 45-54.Tilbury, D. (2019). Beyond snakes and ladders: Overcoming obstacles to the implementation of SDGs in higher education institutions. Implementing the 2030 Agenda at the Higher Education Institutions: Challenges and Responses. Global University Network for Innovation.United Nations. (2020). The Sustainable Development Goals Report 2020.United Nations. (2015). Transforming our world: The 2030 Agenda for Sustainable Development.Velazquez, L., Munguia, N., Platt, A. and Taddei, J. (2006), Sustainable university: what can be the matter?. Journal of Cleaner Production. 14(9 &11), 810-819.Weiyou Xiong and Ka Ho Mok. (2020). Sustainability practices of higher education institutions in Hong Kong: A case study of a sustainable campus consortium. Sustainability 2020, 12, 452; https://www.doi.org//10.3390/su12020452, www.mdpi.com/journal/sustainability.

China’s international higher education policies 2010–2019: multiple logics and HEI responses

The 2010s witnessed unparalleled policymaking and development in international higher education in China. Whilst research has shed light on the broader historical spectrum of China’s international higher education policies, few studies have focused exclusively on those of the 2010s. This study builds upon the theoretical perspectives of wenjian zhengzhi and institutional logics to offer a timely and comprehensive analysis of the dynamics between Chinese policies on international higher education, practices of higher education institutions, and macro-societal orders. It examines two research questions through in-depth analysis of policy documents and scholarly literature: what institutional logics underpin China’s international higher education policies of the 2010s? How have Chinese higher education institutions negotiated multiple and sometimes competing institutional logics in response to these policies? Findings show the ways that the state, market, corporation, profession, and community logics are embedded in the international higher education policies of the 2010s. Two specific areas of HEI practices are discussed to illustrate how higher education institutions blend and negotiate the competing logics in a search for compatibility.

Formation of human capital and pro-social attitudes of future teachers and university students

The formation of human capital in various spheres of society is perceived as a special value. The role of a person with his cognitive and non-cognitive abilities is associated with transformations, competitiveness, and the pace of development of society. This is especially true for “helping” professions that involve activities in the dyads “person - person”, “person - team”, “person - society”. These professions include teachers, police officers, etc. The purpose of the article is to identify the opportunities and social practices of higher education institutions aimed at the formation of human capital and pro-social attitudes of university students. Research methods are: content analysis of regulatory sources, analysis of materials in open access databases; a survey among students of two universities: the Belgorod State National Research University (180 people) and the Belgorod Law Institute of the Ministry of Internal Affairs of Russia named after I.V. Putilina (112 people). The object was the pro-social practices of universities in the formation of human capital. As a result of the study, a “cloud” of associations with the terms “human capital”, “pro-social attitude of the personality” and “higher education” was identified, which included “good”, “potential”, “investment”, “competitiveness”, etc. Prosocial legislative initiatives at the level of the state and individual universities. The prevailing levels of student involvement in pro-social practices were identified (average – 43.15%; above average – 15.75%; high – 11.75%), the priority of educational (64.5%) and practice-oriented (64%) microenvironments. the university in the formation of human capital, as well as the degree of participation of students in various types and spheres of social activity, taking into account the influence of the university (by ranks: 1) educational and developmental; 2) public pedagogical (public service); 3) leisure, sports; sociocultural; 4) health oriented; 5) altruistic (unselfish), volunteer; civil, patriotic) of the 13 positions under consideration. In total, the factors influencing the effectiveness of the formation of human capital at the university were formulated (the level of the legal framework; the capabilities of the university; the needs of society and consumers of educational services; the student's attitude); the control effects of the integration of the mission of the university, the competitiveness of its subjects, the corporate value of human resources are proposed. Prospects are associated with the development of an integrative concept for the formation of a pro-social attitude of students of universities.

A capability maturity model for assessment of active learning in higher education

PurposeAlthough active learning methodologies are recognized as an effective means to achieve expected educational demands, in practice, the teaching and learning processes are still widely characterized by traditional pedagogy aspects. As a result, teaching innovations in science, technology, engineering and math (STEM) education are carried out in isolation in specific disciplines, programs or departments. To addresses these challenges and to stimulate useful teaching innovations, this study aims to propose the capability maturity model to active learning (CMMAL) for assessing the maturity level of active learning methodologies in higher education institutions (HEIs).Design/methodology/approachThe CMMAL provides inputs for planning and decision-making, identifying variables such as the current state of teaching and learning processes, project management, team development, allocation of resources and infrastructure and the choice of evaluation and assessment methods. From the relevant literature, the primary aspects that impact on active learning were identified and incorporated into the structure of the model. Next, a survey was performed with 295 STEM professors and experts validating the scope of the model proposed.FindingsThe findings demonstrated the contribution of the CMMAL mainly to (1) assess the maturity levels of active methodologies in higher education and (2) stimulate the institutionalization of active learning practices in HEIs to minimize some problems related to the dissemination of new teaching practices.Practical implicationsThe primary practical and academic contribution of our study is the proposition of an artifact with a scope compatible with the need of the HEIs for the implementation of active learning methodologies. This paper presents a different perspective of current literature in active learning in STEM education, introducing a model that contributes to open the dialogue with HEIs interested in better understand and improve the performance in student-centered pedagogy.Originality/valueThe model also informs and leads to specific recommendations for HEIs seeking to enhance the performance of and alter the culture around active learning methodologies.

Developing an inclusive curriculum: Understanding co-creation through cultural lens

ABSTRACT Global exigency towards more inclusive practices in higher education institutions (HEIs) has markedly accelerated institutional reforms. This qualitative research aims to explore the idea of co-creating curriculum from the cultural lens of Asian HEIs. A total of twenty (n = 12 females and n = 8 males) undergraduate students volunteered to actively co-create curriculum with a group of lecturers. Their experiences and views towards this approach were gathered from several focus group interviews. The interview data were analysed using hybrid thematic analysis. Findings revealed three overarching themes: (1) existence of socio-cognitive conflicts, (2) pseudo-involvement and (3) positive outlook. These findings indicate complex interactions between Asian students’ cultural orientation, their belief systems as well as their willingness to be actively involved in co-creating curriculum. Following this, a comprehensive understanding of how culture adapts to the idea and practices of co-creating curriculum is presented. This research subsequently offers several practical implications for Asian HEIs to implement co-creating curriculum more effectively. By highlighting the importance of understanding students’ culture, this research concludes that co-creating curriculum is a promising approach for Asian HEIs to develop a more inclusive higher education curriculum.