Practice In Higher Education Institutions Research Articles

Enablements and Constraints in the Uptake of Digital Technologies for Teaching and Learning

In South African higher education, institutions are exploring pedagogical practices of dealing with a multiple number of emerging technologies. Though the use of educational technologies is an established practice in higher education institutions, its uptake seems to be varied. This chapter draws on a study of educational technologies (EdTechs) in different institutions within the South African higher education context to identify how various academic staff development units (for example, instructional designers in e-learning units) empower academics to integrate technologies in teaching and learning practices. In this chapter, the author analysed data by drawing on Archer's (1995) social realist framework. Data was obtained from an online survey (open-ended questionnaire) and interviews The findings from both data phases reveal a strong call for more theorised approaches in the use of EdTechs to promote digital literacies. In addition, academic development activities were valued as a driver to the uptake of these technologies.

Gender‐responsive budgeting for public value creation: Insights from higher education

AbstractThis study explores how managers and officials enable public value (PV) creation through accounting practices in higher education institutions (HEIs). Adopting a narrow perspective related to gender accounting, this paper presents a comparative case study of three HEIs based in Italy that have been implementing gender‐responsive budgeting (GRB) in the last few years. Interviews are conducted with managers and officials involved in GRB processes. The results are analyzed on the basis of Moore's strategic triangle and the strategic alignment among its dimensions. Scarce integration within HEI strategies and low involvement of internal and external stakeholders in iterative processes for strategy definition are identified. Furthermore, the GRB is a standalone gender accounting practice and has limited capability of assessing gender equality outcomes. These results are among the main factors limiting the capability of HEIs to deliver PV through GRB.

Environmentalism of university students in relation to their materialism, life satisfaction, views on politics and pandemic

Recently, an increasing focus has been made on studying environmental problems and therelated social phenomena. Understanding the environmentalism and its influencing factorsin the case of higher education students can greatly help the preparation and identificationof sustainability policies and educational practices in higher education institutions. In this study, we investigated environmental attitudes and pro-environmental behavior ofstudents at 17 Hungarian universities as a function of a number of hypothesized influencingfactors. These included materialistic values, life satisfaction, political views, and views on theCovid-19 pandemic. According to our results, these were all related to environmentalism. Moreenvironmentally conscious students were less materialistic, less right-wing in their politicalviews, more satisfied with their lives, and also differed in their views on pandemic issues. Besidea weaker impact of environmentalism and political views, life satisfaction was largely influencedby the relative financial situation perceived by respondents.

Education skills for digital age toward sustainable development – analysis and future directions

PurposeThis study provides an insight on education skills for digital age that could be considered by higher education institutions (HEIs) toward sustainable development. This study summarizes academic literature and provides a proposal for integrating a set of educational skills toward United Nations Sustainable Development Goals that are aligned with competencies mapped with international practices delivered by qualification frameworks. This paper will act as guiding tool for academics while revising or developing academic curricular for Business Education Sector.Design/methodology/approachThis paper uses a combination of academic literature, published practices of HEIs and policy/regulatory standards as well as academic frameworks used as drivers for implementing educational skills for sustainable development.FindingsHEIs need to rethink its curricular design and revisit the graduate attributes in sync with set of evaluation mechanisms to assess key educational skills for digital age and sustainable development to create a societal impact particularly in Business Education Sector with the focus on interdisciplinary for digital age including technology and management skills.Research limitations/implicationsThe method used is exploratory. Future research could be developed with a structured approach to validate the findings.Practical implicationsHEIs could use the proposed set of educational skills for digital age to be inculcated within the curricular of business education sector, at policymaking level HEIs may revisit their current strategies and include different policies and procedures to assess the impact of integrating key educational skills for digital age skills toward sustainable development.Social implicationsStudent, parents, employers will have better understanding of expected education skills for digital age toward sustainable development which will support learning progression and career pathways.Originality/valueLittle research has been conducted on the impact of education skills for digital age toward sustainable development in line with competencies related to national framework, the outcome of this study provides original contribution to support HEIs adaptation.

Педагогічний дизайн як сучасне явище індивідуальної майстерності науково-педагогічних працівників закладів вищої освіти

Abstract. The search for effective means of professional training of students has led us to the need to analyze and understand the possibilities of pedagogical design in the educational process of higher education. To solve the tasks, methods of historical analysis were used to analyze and generalize the scientific literature on the problem of work; structural-genetic analysis and synthesis, specifying the object and subject of research. An analysis of the scientific and pedagogical literature in which the object of study is "pedagogical design" shows that the definition is a modern phenomenon in the trend of development of pedagogical science. This explains the ambiguity of the interpretation of the concept of pedagogical design by different researchers. In the study, the authors propose an authorial definition of pedagogical design in the narrow sense. Pedagogical design is a complex creative scientific and practical activity of a scientific and pedagogical worker on the formation of a harmonious, aesthetically complete educational environment of students and the development of objects of material culture. Along with the positive effect of the implementation in practice of higher education institutions, the use of pedagogical design does not immediately solve the existing problem of choosing pedagogical learning technologies. Unfortunately, it remains a key problem for the teacher - the subject of the educational process. The scientific novelty of the study is that it is proposed to expand the meaning of "pedagogical design" as a complex creative scientific and practical activity of scientific and pedagogical worker to form a harmonious, aesthetically pleasing educational environment for students and develop effective pedagogical technologies and teaching methods. The practical significance of the study is to expand the scope of pedagogical design in higher education. The presented study does not cover all aspects of this problem. Theoretical and practical results obtained in the process of scientific research are the basis for its further study and improvement. Key words: pedagogical design, individuality, skill, teacher, research and teaching staff, institution of higher education.

Knowledge Management Practice for Sustainable Development in Higher Education Institutions: Women Managers’ Perspective

Women play a crucial leadership role in higher education institutions by implementing knowledge management practices; however, there is a lack of scientific studies that mainly investigate this role. Therefore, in order to fill this scientific studies gap, a purposive sampling technique focusing on women managers and a survey were employed to collect data from 201 women working in managerial positions in Lebanese and Syrian higher education institutions. PLS structural equational modeling technique and independent sample t-test were used to analyze the influence of the knowledge management cycle on sustainability in higher education institutions through women managers’ perspectives. The findings revealed a positive and significant relationship among the analyzed knowledge management processes in the study, and some insignificant differences were detected in the independent sample t-test between the Lebanese and Syrian higher education institutions. The results of this study are valuable for strategic and knowledge management practitioners concerned with women’s leadership and implementation of knowledge management practices in higher education institutions for sustainability.

Analysis of E-Exam practices in higher education institutions of KSA: Learners’ perspectives

Assessment is an important aspect of learning. It is done to find out what each student learned. The adoption of valid assessment techniques will help to improve the quality of the educational process. It will allow students to determine whether or not they achieved their learning goals. Due to this importance, students are assessed in a variety of ways. E-Exams are an example of such a technique. Students in university courses must be examined in a short period through mid-examinations and final exams. This necessitates the use of a quick evaluation procedure to yield rapid results. This research work aims to analyze the student perceptions towards the E-Exam system in higher education in Saudi Arabian universities. The study of the E-Exam system is primarily focused on the following subjects: (a) E-Exam implementation (b) E-Exam environment Factors (c) Student Experience Based on E-Exam Attempts (d) E-Exam System Challenge. (e) Recommendations for E-Exam requirements. The suggested work is divided into three stages: The first step begins with the preparation of a questionnaire that has explicitly addressed the impact of the aforementioned motivations on learners. The data presented in the questionnaire were intimately associated with KSA university students. The developed questionnaire was distributed to students as well as research scholars at KSA universities in the second phase. All of the questions in the questionnaire are made mandatory to fill. In the third step, the responses of concerned individuals from Saudi Arabian universities are analyzed. The evaluation has been made with ANOVA and SEM analysis.

Perspectives on knowledge management capabilities in universities: A qualitative identification of organisational factors

AbstractPrior research has had a limited approach to identifying organisational factors related to knowledge management (KM) practices of higher education institutions (HEIs), the centre for knowledge creation. This qualitative study explored such factors affecting KM capabilities from the perspectives of 30 full‐time academics in public universities, and identified the dimensions of the KM capabilities framework. Results revealed that physical conditions, budget, human and technological resource management, division of labour, workload, time management, communication, bureaucracy, structural differentiation, motivation, individualism, and organisational behaviour affect KM infrastructure capabilities; bureaucracy, KM teams, institutional platforms, organisational structure, knowledge maps, vision, individual attitudes, academic collaboration, process management, budget, decision‐making processes, sustainable academic KM, transparency, labour force, knowledge security, organisational culture, accessibility, and archiving affect KM process capabilities. These results contribute to identifying the organisational factors influencing KM that are critical to guiding practitioners and administrators of HEIs in developing more effective KM strategies and practices.

Internalizing Sustainability into Research Practices of Higher Education Institutions: Case of a Research University in Taiwan

The research and innovation activities at higher education institutions (HEIs) are considered essential in driving forward sustainability in order to facilitate future decision-making. However, a systematic approach regarding sustainability research through administrative efforts is still lacking in HEIs worldwide. Therefore, this manuscript aimed to explore contradictions embedded in the activity systems that hamper the internalization of sustainability research in HEIs. The current study conducted semi-structured interviews with faculty members at a leading research university in Taiwan. The lens of activity theory was used to explore and analyze tensions rooted in the activity systems involved in research and innovation. We found that resources to undertake sustainability-related research have not been allocated in a desirable manner. Moreover, the stakeholders are lacking agency, motivation, and perceived urgency to play their roles in supporting sustainability-related research through their practices. The propositions concluded from this study would help the involved actors to reconfigure their activity systems to make a contribution toward sustainability. This study also serves as a fundamental step towards conducting future empirical studies in contextual theory building directed at co-creating value through sustainability-related research and innovation practices.

New education policy 2020: Job enlargement practices in higher education institutions in India

New education policy 2020: Job enlargement practices in higher education institutions in India

Implementation of HRM Practices in Higher Education Institutions of Pakistan: Investigating Rhetoric and Authenticity through a Case Study

Implementation of HRM Practices in Higher Education Institutions of Pakistan: Investigating Rhetoric and Authenticity through a Case Study

PRACTICE AS A COMPONENT OF PROFESSIONAL TRAINING OF MASTERS MAJORING IN SPECIAL EDUCATION

The article reveals the approaches to the organization of practices in the system of training of future specialists of the specialty "Special Education". Educational and professional program "Oligophrenic pedagogy. Inclusive education" provides for two types of practices: industrial (two-component: in secondary education institutions with inclusive and special classes, inclusive resource centers) and pedagogical. The purpose of the article is to reveal the features of the organization of practical training of master students of special education. Research methods: content analysis, observation of students' activities, analysis, synthesis. The content of two-component industrial practice is revealed, which is a new step in the training of future specialists in special education. The purpose of industrial practice is formulated - acquisition of integral, general and special competencies formulated by the Educational-professional program of the specialty; development of practical skills based on a comprehensive, integrated approach to its content. Each component includes two content modules, including: creating a trajectory of practical activities; scientific and creative activity of a student in the process of internship for the first and second components. It is determined that pedagogical practice is aimed at preparing a master's degree for scientific and pedagogical activities in a higher education institution. Its passage is conditioned by the legislation of Ukraine on the possibility of teaching by master's graduates in higher education. It is noted that in the process of determining the content of practices in higher education institutions should take into account the reforms that are taking place in the domestic education system. Forms of control are self-control in the form of systematic diary keeping and strict compliance with the individual plan; current control by managers from the base of practice and institutions of higher education. It is determined that the final report should be drawn up in the appropriate folders. The student's report is an important document that confirms the implementation of the internship program.

Особенности обучения китайских студентов - будущих учителей изобразительного искусства китайским акварельным техникам на пленэре

The study aims to determine the features of teaching traditional Chinese watercolour painting during the training of future teachers of fine arts in plein air practice in higher education institutions of the People’s Republic of China. The paper analyses the main genres, styles, techniques of Chinese painting used in plein air work in watercolours by students. Scientific novelty lies in identifying the features of Chinese watercolour techniques employed in plein air practice when teaching students. The use of problem-based learning technology makes it possible to form professional skills in future teachers of fine arts when working in watercolours, preserving the continuity of Chinese fine art traditions. As a result, it has been shown that the teaching of Chinese watercolour techniques en plein air contributes to the formation of professional artistic knowledge, skills and abilities in future teachers of fine arts in Chinese national traditions.

The digitalization of learning and teaching practices in higher education institutions during the Covid-19 pandemic

In the year 2021, the world was exposed to and is still facing a health pandemic, the Covid-19 pandemic. The modes of learning and teaching had to adapt to the unexpected challenges and multiple demands on education because of the turbulent waters of Covid-19. The situation remains fluid as there is an international and national escalation of the infection rates and as lockdown restrictions are lifted, institutions of higher education are having to re-shape and adapt the rigid learning and teaching approaches to be more flexible and provide solutions to these challenges. This article reports on the transformation of learning and teaching practices in higher education institutions in South Africa during the Covid-19 pandemic. The purpose of this article is to reflect on how the Covid-19 pandemic has changed the modes of learning and teaching, despite several challenges that are still prevalent in these spaces. The article employs a qualitative research methodology approach and uses desktop research as a data collection tool. The findings revealed that the learning and teaching spaces are evolving to adapt to the circumstances, irrespective of the challenges, as it is an ongoing transformative environment that should ensure that these challenges are not exacerbated.

Religious Moderation: The Concept and Practice in Higher Education Institutions

This article aims to capture the concept and practice of religious moderation in higher education institutions considered modern laboratories of religion because they accommodate students across the nation with various ethnicities and religions and diverse, unique characteristics. By providing such a learning environment, higher education institutions can disseminate the meaning of the difference to students. This study employed a literature review as the research design. Six articles published in national journals were selected as the data. Those articles were analyzed thematically. The results of this study are divided into two major themes, namely, the concept of religious moderation in higher education institutions and the practice of religious moderation in higher education institutions. This indicates that the indicators initiated by the Ministry of Religion of the Republic of Indonesia as a feature of solid religious moderation in an educational institution have been practised or carried out daily. Higher education institutions, namely universities, are the leading laboratories in developing and implementing religious moderation. The results of this development are then given to other lower educational institutions and the general public.

Development and Application of the Just Employment Policy Assessment in American Higher Education Institutions

The COVID-19 pandemic has heightened the visibility of economic inequality and the inadequacy of current minimum wage laws in the United States. Changes in the minimum wage, a living wage, or just employment practices may be compelled by law or voluntarily enacted by employers. A literature search failed to yield a concise and practical tool to comprehensively assess existing just employment policies or practices in higher education institutions. This article describes the development of a concise and practical assessment based on the Model Just Employment Policy from the Kalmanovitz Initiative for Labor and the Working Poor at Georgetown University. The resulting Just Employment Policy Assessment is used to evaluate the publicly available policies of four disparate higher education institutions in the United States. The article concludes with a discussion of implications for future research and administrative practice.

СТРАТЕГІЧНИЙ АНАЛІЗ РОЗВИТКУ ВИЩОЇ ОСВІТИ УКРАЇНИ В КОНТЕКСТІ ЗБАЛАНСУВАННЯ ПОПИТУ ТА ПРОПОЗИЦІЇ НА РИНКУ ПРАЦІ

The article carries out a strategic analysis of the development of higher education in Ukraine in the context of balancing supply and demand in the labor market using the SWOT analysis method. The following strengths in the functioning of higher education institutions of Ukraine were identified: updating of higher education standards and national qualifications frameworks; changing approaches to learning; practice of dual form of education; introduction of new rules for assigning professional qualifications; improvement of higher education quality assessmentsystems; implementation of corporate strategic management practices in the Higher Education Institutions and approval of development strategies. At the same time, a number ofweaknesses,which are exacerbated by the challenges of the external environment, make it impossible to solve the problem of providing the labor market of Ukraine with specialists with the necessary professional qualifications. Despite European integration, which contributed to the strengthening ofstrengths, problems of providing the market with the necessary specialists can be traced in the practice of higher education institutions (lack of opportunities to finance innovative and research activities, duplication of training areas, excessive load on scientific and pedagogical staff, insufficient consideration of the interests and opinions of interested parties, weak feedback and its formality, etc.). Keywords: system of higher education, imbalance of supply and demand, educational and qualification disparities, needs of the labor market

Lean management and sustainable practices in Higher Education Institutions of Brazil and Portugal: A cross country perspective

The objective of this paper is to evaluate the perception of Lean management practices and its influence on sustainability practices in Higher Education Institutions (HEI). The theoretical background was supported by Lean management and sustainable practices in HEI, which were used to design the research model. The research methodology comprises a quantitative research characterized as a survey, whose data collection was carried out through a questionnaire. The study population was the academic staff of HEI in Brazil and Portugal. A valid sample of 966 valid responses was obtained. Data analysis was performed using descriptive statistics, exploratory and confirmatory factor analysis and, structural equation modeling. The results allowed the evaluation of a significant and positive relationship between the second-order construct, called HEI Lean practices, and the environmental, economic and social practices. A moderating effect was also found as significant between the relation of Lean and social practices. These findings demonstrated the relevance of aspects such as leadership and systemic vision to support staff activities, continuous improvement and waste elimination as a daily practice, long-term thinking and the focus on the student as building blocks of the HEI success in promoting sustainability practices and thinking.

Activation of Students’ Cognitive Activity in the Context of Filling Educational Components with Health Preserving Content. Forming a Health Preserving Competence

A content analysis of the process of obtaining education by students, which shows that the traditional approach is ineffective in terms of forming their health preserving competence has been carried out. Therefore, the purpose of the study is to develop, scientifically substantiate and experimentally test the effectiveness of the methodology for forming a health preserving competence by activating students’ cognitive activity in the context of filling educational components with health preserving content. In the course of the study, the empirical methods such as pedagogical observation, interviews, surveys, questionnaires, a project method, tests, and mathematical statistics methods have been used. The methodology for forming a health preserving competence in future teachers in the process of professional training has been developed, tested and put into practice, which has ensured the optimization of this process. The proposed by the authors and experimentally tested pedagogical condition. The obtained findings have proved the originality, effectiveness of implementing the developed methodology in the practice of higher education institutions, as well as the practical feasibility and efficiency of the proposed step-by-step methodology. The evidence of this is that the high level has increased by 10% of EG students and by 0.8% of CG students with a difference of <9.2%. Accordingly, the sufficient level has increased by 12% in EG students and by 3.1% in CG students with a difference of <8.9%. The average level has decreased by 7.0% in EG students and by 1% in CG students with a difference of <6%. Finally, the low level has decreased by 87% in EG students and by 28% CG, which indicates the effectiveness of the proposed pedagogical condition.

Comparing Research Training of Social Workers in the USA and Western Europe: Ukrainian Perspective

The article studies how the USA and Western Europe organize research training of social workers, traces its key trends and analyzes the ways of organizing and motivating students towards such activities. By comparing and discovering common methodical trends in Europe and the USA, one can identify the practical experience Ukraine needs. The analysis of relevant scientific literature and teaching practice in higher education institutions abroad shows that the above-mentioned approaches are mostly associated with module-based learning in its various modifications. Its system-forming link is independent work of students, including research activities. At the same time, professional functions of university teachers shift towards determining general areas of specialist training (elaboration of module-based programmes), supervising independent work of students (counselling based on an individual approach) and maintaining links between research activities and practice. The international relevance of the article lies in the possibility of improving research training in developing countries due to US and European experience. Furthermore, there is an opportunity to overcome traditional (over-theoretical) approaches to research training of social workers.