Problems Of Higher Education Research Articles

Single National Curriculum in Afghanistan: An Examination of Law and Political Science

A successful education system enables its beneficiaries to achieve their goals and objectives and is a key indicator of the progress of a country. However, the higher education system in Afghanistan has fallen short of the above. Recently, the Ministry of Higher Education (MOHE) processed a Single National Curriculum (SNC) to reform higher education. The paper seeks to critically evaluate if SNC is the solution to problems in higher education and to use the curriculum adopted for Law and Political Science as a case study. In this regard, the paper is divided into two parts. Part one discusses the drawbacks of SNC and the challenges in its implementation. It is observed that SNC is against the laws and regulations in place, and guidelines issued by MOHE. Also, SNC is an attempt to take away the academic autonomy of institutions of higher education since their creativity and innovation in the curriculum are undermined, and the critical thinking capacity of students is eclipsed barring them from thinking differently. In part two of this paper, an attempt is made to examine problems in the curriculum for the Departments of Law and Political Science. By adopting a comparative approach, the Afghan curriculum is compared with that approved by the Higher Education Commission of Pakistan (HEC) and the University Grant Commission of India (UGC). It is found out that Political Science is treated as part of Law; subjects offered in the field are out-of-place, and the focus is on a cursory study of law, political science, international relations, and diplomacy. Resultantly, a graduate is a “jack of all trades, master of none.” Key Words: Afghanistan, Single National Curriculum, Political Science, Law, Curriculum

HIGHER EDUCATION IN UKRAINE IN THE CONVENTION OF THE COVID-19 PANDEMIC: NEW CHALLENGES AND PROSPECTS

The article is devoted to the analysis of the problems of introduction of distance learning in higher educational institutions of Ukraine. The article presents the results of an anonymous survey of research and teaching staff and students of higher education institutions on the use of distance learning technologies in the conditions of national quarantine, conducted by the State Education Quality Service of Ukraine. According to the results of the survey, conclusions were made about the degree of effectiveness and further prospects for the introduction of new teaching methods in a pandemic.
 In order to identify achievements, possible difficulties and determine the main trends in the further development of distance technologies, the State Service for the Quality of Education of Ukraine conducted an anonymous survey of scientific and pedagogical workers and students of higher education institutions on the use of distance learning technologies in conditions of national quarantine. The survey was conducted from 23.04. to 05.05.2020. 28 391 respondents took part in the survey - 22367 students and 6024 scientific and pedagogical workers.
 As a result of the research, conclusions were drawn that the distance learning technologies in Ukraine and in the world are rapidly developing and are a promising tool for the provision of educational services.
 Thus, the introduction of quarantine during the COVID-19 coronavirus pandemic revealed not only new problems in higher education in Ukraine, but also new challenges and opportunities for higher education institutions from three points of view: for students, this is an experience of self-discipline and self-education; for teachers - the use of new methods and tools of distance learning; for structural divisions of universities, this is practical testing of the technical capabilities of distance learning; defining a clear distance learning strategy, where students not only gain knowledge, but also cooperate with teachers in a feedback mode; awareness of the need to quickly master the volume of home education.

Difficulties of Quality Education in Higher Education in India

Higher education will lead the world in 21st era because it not only creates greater personal and social prosperity, but it also affects all facets of development, including intellectual, social, cultural, aesthetic, physical, spiritual, and human capital development, directly or indirectly. Afterward, US and China, India has the world's third largest higher education system. University Grants Commission (UGC) is the largest regulatory body at the higher level, and it enforces its guidelines, advises the administration, and facilitates communication between the federal government and the states. The University Grants Commission oversees accreditation for higher education by 15 independent institutions. While the nation has progressed significantly in terms of enrolment, the standard of education continues to be a source of concern, which is critical for achieving the country's goals and implementing national policy. Weak facilities, exam-driven curriculum, memory-based exams, a shortage of qualified faculty, ineffective teaching strategies, a lack of funding, inconsistencies in government policy on higher education, entrenched political motives, massive demands from the youth population, political unrest, increasing privatisation, a lack of access and equity, and so on are some of the problems in higher education. There are several more problems like this, and this paper objectively examines all of them, as well as potential solutions.

Communicative codes of professional Internet communities: pragmalinguistic aspect

The article identifies and comments on the principles of communication adopted in professional Internet communities. The study was carried out on the material of Facebook social network groups created to discuss the problems of higher education and teaching the Russian language. The theoretical foundations of the research are works devoted to Internet communication and professional communication; the most significant are theses on communicative norms, the meaning of their observance and the causes of violations. The relevance of the author's approach is determined by the inclusion of research in the communicative paradigm. The purpose of the article is to identify the features of the communicative codes of professional Internet communities. To achieve this goal, the authors, using the methods of discursive, semantic and contextual analysis, investigated the descriptions and rules of the selected professional groups, finding: (1) lexico-grammatical and stylistic features of texts; (2) communicative norms and taboos, explicated in texts; (3) correlation of these norms with universal communicative principles of cooperation and politeness and their individual maxims. The novelty of the approach is provided by the chosen object: scientific and pedagogical Internet communities have not previously received a comprehensive description. The results achieved during the study allowed us to formulate significant conclusions: (1) at the new stage of research in the field of Internet communication, a differentiating approach is needed to detect the specifics of various platforms; (2) research on professional communication should be supplemented by observations of the open communicative space that is being formed in social networks; (3) Internet communities demonstrate the processes of communicative normogenesis, self-organization and self-regulation of the communicative space; (4) the language design of communicative codes is not regulated and gives authors (community administrators) freedom of action; 5) codes of professional Internet communities go back to the principles of cooperation and politeness, while most of the maxims are not explicated and constitute a normative communicative background, others (for example, maxims of relevance, tact and sympathy) are specifically stipulated.

Motivational Determinants of Students’ Academic Functioning: The Role of Autonomy-support, Autonomous Motivation, and Perceived Competence

ABSTRACT Inadequate academic functioning among students might be a main cause of the considerable dropout rates, and well-being and achievement problems in higher education. Few studies address the role of motivation for academic functioning. Thus, using Self-Determination Theory, the main goal of this study was to investigate motivational determinants of academic functioning among 406 biology students (mode age 21-25, 69.5% females) from nine higher education institutions in Norway. Data were collected using an online survey and analyzed using Structural Equation Modeling. Results show that teacherś autonomy-support positively predicts autonomous motivation and perceived competence among the students. In turn, autonomous motivation and competence positively predicts vitality, and negatively predicts dropout intentions. Achievement was only predicted by perceived competence. We recommend that instructors adopt an autonomy-supportive teaching style, for example by providing a meaningful rationale when introducing teaching and learning activities, for students to feel more competent and autonomous in their motivation.

Writing group program reduces academic procrastination: a quasi-experimental study

BackgroundProcrastination is a common problem in higher education. It leads to negative consequences on students’ health and academic achievement. Nevertheless, research concerning interventions has not yet produced consistent results. This study aims to examine the effectiveness of a writing group program on reducing academic procrastination.MethodsThis study was a quasi-experimental study with a one-group pretest-posttest design using double pretests. A double pretest design was used to ensure the internal validity of the experiment. Twenty graduate students followed a 15-days writing group program consisted of a training session and four sessions of writing groups. A thesis procrastination scale was used to measure the intervention’s effects.ResultsThe writing group program helped students to set a writing target, discussed writing progress, and provided social support to their colleagues. The results showed that the intervention program could significantly decrease academic procrastination.ConclusionThe present study demonstrated that a writing group could potentially reduce academic procrastination. Thus, students could benefit from a writing group when working on their master thesis. A thesis preparation course that provides information about goal-setting strategy and the principles of effective writing habits (i.e., behavioral, artisanal, social and emotional habits), might also assist students in writing their thesis. Further research is needed, preferably through the provision of a control group, a randomized assignment and a larger sample.

INTEGRATION OF UKRAINIAN HIGHER EDUCATION INTO THE EUROPEAN HIGHER EDUCATION AREA TO DEVELOP HUMAN CAPITAL

The paper is dedicated to the problems of integration of Ukrainian higher education institutions into the European Higher Education Area. Problems of higher education in Ukraine and the importance of Euro-integration for solving them are analysed. The institutional basis of the European Higher Education Area (EHEA) and forms of international cooperation in higher education are investigated. The main priorities of the latter’s development at present stage are identified, in particular the indicators for modernizing the higher education system (HES) of Ukraine. Analysis is conducted to examine the development of international cooperation of Ukrainian higher education institutions and their participation in European educational programmes. It is concluded that Ukrainian HEIs are more actively engaging in various forms of international cooperation. Unwavering integration of the Ukrainian higher education system into the EHEA facilitates the advance of Ukrainian universities in the international ratings. However, this reveals the weak spots of the European integration processes, highlighting several directions for improving the state policies and HEI’s activities with regards to creating better conditions for deepening cooperation in the field of higher education.

The quality of higher education during the Covid-19 pandemic and the prospects for post-secondary education

The COVID-19 pandemic, which spread widely around the world at the beginning of 2020 and continues to this day, has seriously affected the field of higher education. In a short time, it forced to change the traditional form of education to distance learning. Most of the world’s universities were not ready for this: neither technically nor conceptually. As a result, there is widespread criticism of online education, the quality of training is declining, the negative consequences of covid education are being actualized. At the same time, researchers are looking for new vectors of development, studying the mistakes of the past, realizing that the pandemic did not have a special impact, but only aggravated the problems already existing in the education system. In this regard, a study was conducted in Kazakhstan, the purpose of which was to study the quality of higher education during the pandemic through the eyes of students, their preferences and proposals for reforming higher education. As part of this study, a sociological survey was conducted that covered a thousand students from different regions of the Republic of Kazakhstan. This study will complement the ideas about the prospects of higher education after the pandemic, and the results will be useful for teachers of higher educational institutions, philosophers of education and anyone interested in the problems of higher education. Key words: philosophy of education, pandemic, higher education, quality of education, distance education, post-secondary education.

Reviving American Higher Education: An Analysis and Blueprint for Action

Most of the problems in higher education are rooted in an unexamined rejection of Western civilization's moral tradition. This malady requires moral correction and meaningful accountability.

Цифровизация в системе высшего образования: социологический анализ

Examined are problems of modern digital transformation of Russian universities and the impact of restrictive measures related to the pandemic on the acceleration of these processes. The work is based on the results of two stages of the sociological study “Peculiarities of the work organization of Russian universities in the period of restrictions in connection with the COVID-19 pandemic (opinions of students and teachers)”, conducted by the researchers of the MSU and RUDN in 2020-2021. The purpose of the study was a comprehensive analysis of the opinions of teachers and students of Russian universities about working in a remote format during the period of forced restrictions, their assessment of their digital skills and competencies and the level of digitalization of their universities. The article analyzes the main achievements and problems of the transition to modern digital tools for organizing the educational process in the country's universities. As practical recommendations for improving the process of digital transformation of higher education, the authors propose a number of possible measures to optimize the digitalization of universities and that are aimed at smoothing out a number of restrictions that imminently comes amid this process. The work is addressed to a wide range of readers, all those who are interested in the problems of higher education, the introduction of digital technologies in the organization of training.

Teaching in 2020: Preliminary Assessments

By the end of summer 2020, the COVID-19 pandemic had upended higher education by requiring immediate adaptation by students, teachers, and institutions to new sets of limitations. What did this period of crisis mean for current and future teaching and learning? A rapid qualitative assessment presented here seeks to begin a sustained conversation around instructors’ experiences. The anthropology professors interviewed in this study found that preexisting conditions in higher education resulted in pedagogical impacts that aggravated both student and faculty inequalities within their institutions. Far from being a new “crisis,” the difficulties encountered in teaching and learning were familiar to professors, who worried ongoing problems in higher education were intrinsic. 

Exploring English Speaking Problems in Higher Education: Pre-Service English Teachers’ Perspectives

<p class="05IsiAbstrak">The purpose of this present study was to explore a dozen of English-speaking problems encountered by pre-service English teachers in one of Indonesian Higher Educations. The data of this qualitative study were garnered through semi-structured interviews to ten pre-service English teachers at Institut Agama Islam Negeri Kudus and relevant documentations. The results revealed that speaking English fluently is not really easy for the pre-service English teachers. In addition, they encountered some problems including lack of appropriate vocabulary, grammar mastery, correct pronunciation, and lack of confidence. This study presents an implication in accordance with the curriculum development of speaking course in higher education particularly at Institut Agama Islam Negeri Kudus including the need of reformulating the speaking course curriculum which emphasizes on the integration of technology to arouse the spirits among pre-service English teachers in speaking English. Moreover, the need of providing more chance to speak English for them both inside and outside of the class.</p>

Personnel prospects: problems of higher education in the formation of human capital

Personnel prospects: problems of higher education in the formation of human capital

Design Thinking Applied in Higher Education: Exploring Participant Experiences

Higher Education is facing challenges that necessitate innovative problem-solving approaches. Design Thinking is an effective approach to address problems universities are facing. This exploratory study used a qualitative approach to survey individuals involved in the Design Thinking group and further explore their experiences participating in a Design Thinking project at a mid-sized university in the Midwest. For this study, the data was collected through open-ended questions, which were sent by email to participants with a link to a Qualtrics survey. The participants were chosen frommembers of campus community, who then formed a Design Thinking group. The findings criteria contain positive interaction, teamwork/collaboration, problem-solving, structure, facilitator and group size. Conclusions and future considerations that are discussed, comprise the importance of including student perspective, Design Thinking as a method for innovation to work towards solving problems in Higher Education as well as the importance of exploring participant experiences with Design Thinking.

Yükseköğretim Alanında Yapılan Ulusal ve Uluslararası Çalışmalardaki Eğilimlerin Büyük Veri ve Veri Madenciliği ile İncelenmesi: 1965-2019

Studies carried out in the field of higher education have taken on the mission of solving the problems of higher education institutions on a global level. This enables institutions to have different perspectives, to keep themselves up-to-date, and to approach problems in higher education with a visionary perspective. In this study, the national and international studies related to higher education between 1965 and 2019 that were included in the ERIC database were examined from a scientometric point of view. The results obtained were evaluated thematically. Analyzing the big data at the micro level in line with the research purpose revealed the trends in the studies conducted in the field of higher education from past to present. Considering these trends, the higher education studies in Turkey mostly focused on the concept of attitude, predominantly employed quantitative methods, and aimed at revealing the existing situation rather than being innovative. 371,771 studies/articles related to higher education in the ERIC database were examined by their type, subject, title, author, target group, and research location. The results obtained differed periodically in their international and national dimensions. The findings were discussed, and some suggestions, such as using different methods, focusing on policy-making rather than the current situation in higher education, and focusing on digitalization in higher education, were made for future studies.

Promoting university students’ well-being and studying with an acceptance and commitment therapy (ACT)-based intervention

Students’ poor well-being is a serious problem in higher education. In part, this problem is related to the problems in studying as poorer study skills are related to poorer well-being. Both students’ study skills and their well-being should be enhanced in higher education, but effective ways to do this are needed. The aim of this study was to explore students’ experiences of an ACT-based online, 8-week course on university students’ well-being and studying. Data were collected in two ways: a) with qualitative data consisting of learning journals (n = 97) and with b) a pre- and post-questionnaire (n = 143) during the course. The students’ scores on well-being, psychological flexibility, and time and effort management skills improved, and stress levels decreased during the course. Qualitative analyses showed that the students benefited from the course in many ways, both in terms of studying and well-being; their studying and time management skills had improved and they had learnt stress management skills and how to cope with their negative thoughts. We argue that supporting students’ well-being, as well as their study skills with ACT-based course in higher education studies, can lead to more effective studying.

Teaching wicked problems in higher education: ways of thinking and practising

ABSTRACT This paper reports on teachers’ perspectives on preparing students for working with ‘wicked’ problems (Rittel and Webber [1973]. ‘Dilemmas in a General Theory of Planning.’ Policy Sciences 4 (2): 155–169.). These problems are complex, lack clear boundaries, and attempts to solve them – generally by bringing together multiple stakeholders with contrasting viewpoints – have unforeseen consequences. Examples include many of the most significant current global challenges. We conducted semi-structured interviews with twenty teachers who focused on wicked problems, and a comparison group of 15 . We used the theoretical lenses ‘ways of thinking and practising in the subject area’ (Anderson and Hounsell [2007]. ‘Knowledge Practices: ‘Doing the Subject’ in Undergraduate Courses.’ The Curriculum Journal 18 (4): 463–478. ) and ‘figured worlds’ (Holland et al. [1998]. Identity and Agency in Cultural Worlds. Cambridge, MA: Harvard University Press.) to frame our analysis. Our findings elaborate four key aspects of learning for wicked problems.

How My COVID-19 Disruption Became My Privileged Boom Time

I was meant to spend the first half of 2020 on research study leave at the University of Cologne. My partner and I rushed back to Australia in mid-March, disrupting our plans and forcing me into a new working paradigm. Yet, the disruption wound up sending me into one of the most productive periods of my career. In this article, I reflect on how my privileges - both earned and unearned - have contributed to a boom in my academic work at the same time that it has wreaked havoc on the entire sector. I also reflect on how Covid-19 has not caused problems in higher education per se, but rather has exposed and exacerbated inequalities across the sector.

Comprehensive analysis of the predictive validity of the university entrance score in Hungary

An important problem in higher education is to find the most suitable admission procedure that can distinguish between students with high academic potential and future dropouts. Admissions usually rely on pre-enrolment achievement measures; therefore, it is crucial that these selection criteria have high predictive validity on academic achievement. In this study, we use sophisticated statistical learning methods, such as receiver operating characteristic curve analysis, logistic and Tobit regression to analyse the predictive validity of the Hungarian university entrance score on final university performance, in particular on degree completion and qualification. We place particular emphasis on drawing statistically grounded conclusions. The analysis is built on data of 21,547 undergraduate students from the Budapest University of Technology and Economics. We find that the current Hungarian centralised entrance score is a valid predictor, however, its predictive validity varies significantly across disciplines. We find that high school grades have strong predictive validity, and general knowledge is more important than program-specific knowledge. We also find that the academic performance of females is underpredicted and that of the males is overpredicted by the university entrance score.

«ПРОБЛЕМЫ ПРЕПОДАВАНИЯ В ВЫСШЕЙ ШКОЛЕ ГЛАЗАМИ СТУДЕНТОВ IT-ОБРАЗОВАНИЯ»

Currently, there is no doubt that the current education system requires reform due to a number of shortcomings. I would like to touch upon the topic «Problems of higher education through the eyes of IT education students». I think that a student of IT education is a profession that is well combined in our modern Kazakhstan, where there is general digitalization and, accordingly, the need for highly qualified specialists.