Normative-Explanatory Valences at the Level of the Scientific Theory

Author(s): Marius Costel ESI / Language(s): English Issue: 5/2010

The substantiation of a scientific model marks the acceptance of a specific form of education at a social level implicitly. Thus, the application sphere of the scientific norms within an educational methodology emphasizes a pedagogical opening towards the new problems of the contemporary social reality. In this context, there are significant the interdisciplinary correlations on the basis of which a scientific community promotes and assumes a certain paradigm. Moreover, the psycho-social behaviour of the actors involved in the research activity supposes the taking into consideration of the idea of scientific innovation according to which the cognoscible structures can be valued in the best possible way. Therefore, the understanding on the one hand of the educational reality and on the other hand of the physical one supposes a purely methodological understanding of the scientific theories.

Reading and Writing for the Social Sciences: How to Interpret and Marshal the Literature, Rather than be Terrorized by It

Author(s): N.A.J. Taylor / Language(s): English Issue: 6/2011

Undergraduates are seldom taught how to be a student of the Social Sciences. The lack of emphasis on teaching Social Science as a language is an oversight of many of its scholars to equip their students with the skills necessary to usefully engage the literature. Quite apart from many excellent courses in research design for final year honors students, I argue that all students should be afforded the same opportunity to engage and reflect on what it is to be a social scientist as they do its theories and findings. This note aims to empower the student with confidence in interpreting and marshaling the literature, by dipping into a select number of texts that usefully ask: how do I sustain a reasoned argument? I argue it is through developing effective reading and writing skills that penetrate texts to uncover their central meaning, rather than be ‘terrorized by the literature’.

Critical Notes on the Doctoral Thesis "The Impact of Adopting Ethics and Compliance Programs on Business Strategy" Elaborated by Valeriu Deciu, „Al. I. Cuza” University of Iasi

Author(s): Antonio Sandu / Language(s): English Issue: 1/2019

The current paper exposes critical notes on the doctoral thesis "The impact of adopting ethics and compliance programs on business strategy" elaborated by Valeriu Deciu, „Al. I. Cuza” University of Iasi, Romania. Based on the thesis analysis I found that it corresponds to the requirements of the elaboration of a doctoral thesis in the field and I agreed with its public defence.The PhD student pursues a transdisciplinary approach, having as a central point the field of ethics management, approaching the theories and instruments from the area of management but also from that of applied ethics and sociology.The research is exploratory in nature, being approached a relatively new field for the literature in the area of ethics management in our country, a field that is also a novelty for the Romanian managerial practice itself. The paper also has a confirmatory side, the statistical processing of the data obtained through a survey based on a questionnaire leading to the confirmation of hypotheses formulated by the doctoral student throughout the paper.

Wyobrażona wspólnota, czyli o znaczeniu dobra wspólnego i szczególnej misji Akademii

Author(s): Bogusław Milerski / Language(s): Polish Issue: 4/2018

AKADEEMILINE ÕPETAMINE

Author(s): Alar Kilp / Language(s): Estonian Issue: 4/2017

Academic activities are recognized by three characteristic traits. First, they are public, which means that they are accessible throughout the world for all members of the professional community who are studying the same phenomenon or are engaged with the same professional work. Second, they are peer-reviewed by colleagues from the same professional community. Third, they are usable for all professional colleagues for distribution, citation, application, development, disputation and refutation. The article uses the metaphor of a ladder for discussing the professional development of teaching in a university. It identifies five levels in the development of the expertise of teaching: 1. The practical knowledge attained from individual teaching experience; 2. The teaching-related knowledge attained and shared during discussions with colleagues; 3. The “learning of teaching” in pedagogical courses for university teachers; 4. Teaching based on the scholarship of teaching and learning (SoTL); 5. Academic teaching which results in studies and contributions to the disciplinary knowledge of teaching and learning. Proper academic teaching takes place only on the two highest levels of the ladder. University teachers who have started teaching without pedagogical preparation can develop their professional teaching expertise by moving toward higher levels of the ladder. Unlike ladders in the physical world, on the higher levels of this ladder teachers keep doing the activities they did or started to do on the lower levels. Without exception, all academic teachers need to be experts in the substantive knowledge of the content. However, scientific expertise in itself is not sufficient for scholarly teaching. The scholarly teacher needs to have three types of competences: 1. Substantial knowledge of the domain and theme; 2. Basic pedagogical knowledge; 3. Pedagogical content knowledge, which combines the first two competences according to the particularities resulting from institutional context, characteristics of the study group, etc. Teaching and learning always take place within the institutional context. Until recently, probably the majority of teachers in Estonian universities teach non-academically. However, developments in European higher education seem unequivocally to be heading towards two career-paths for university teachers. Those who focused their expertise and career mostly on teaching are expected to start practicing and producing the scholarship of teaching and learning, which has become a new and universal basis whereby the quality of teaching is being assessed. The scholarship of teaching and learning is expected from those who are not doing academic research in a conventional sense. Those who pursue the research-based path of an academic career are expected to obtain the basic knowledge of scholarly teaching and to be able to explain the key elements of their teaching practice on the basis of disciplinary and pedagogical scholarly literature. Therefore, there ought to be enough incentives for all university teachers to consider teaching a scholarly activity and to practice it in a scholarly way as well.

JÄRJEPIDEVUS INSENERI ÕPITEES

Author(s): Mario Mäeots,Jaak Umborg / Language(s): Estonian Issue: 4/2017

High dropout rates in engineering studies are an issue that higher education is still struggling with. Several studies have been conducted that report different potential reasons and solutions concerning the problem of dropout. For example, a study carried out among engineering students by the Estonian Aviation Academy showed low levels of knowledge and skills related to exact sciences and low levels of technical skills to be the fi rst indication of the risk of dropping out as early as in the fi rst year of studies. This shows that continuity between secondary education and higher education is interrupted, which is why obtaining new knowledge and skills may be too challenging for the student. In order to minimize or avoid such challenges or obstacles, it is important to ensure unbroken continuity between secondary education and higher education. In this paper we make and describe recommendations that support ensuring continuity in engineering studies. As a first recommendation, we find it crucial to increase collaboration between higher education (proficiency related subjects) and secondary education teachers (mainly mathematics and physics teachers). This fosters a common understanding of what expectations are set for students in upper secondary school and what is expected from them during engineering studies. It is also important to know not only what is learnt in upper secondary school but what teaching methods are implemented in exact science related subjects. During the curriculum reforms in Estonia more emphasis has been put on applying inquiry-based learning methods in teaching science and exact science related subjects in basic and upper secondary school. Additionally, supportive materials for teachers and curriculum descriptions encourage teachers to support students’ self-regulation. This is supported by the literature, which states that learning is more efficient when students control their own learning. Self-regulation relies on planning, monitoring and evaluating the learning process. The second recommendation for supporting continuity is to embed inquiry-based learning and self-regulation related activities in engineering courses. The third recommendation is related to the development process of learning materials for first-year engineering students, as the materials should consider what is taught in upper secondary school. In conclusion, we need to create conditions for students to experience a smooth transition from secondary education to higher education. Contribution by all teachers and students could help achieve the required continuity.

KÕRGKOOLIST VÄLJALANGEVUS JA ÜLIÕPILASTE ENESEMÄÄRATLUS

Author(s): Olev Must,Aasa Must / Language(s): Estonian Issue: 4/2017

Students dropping out of higher education is a worldwide occurance. The leading integration theory (Tinto 1993) posits that dropping out of higher education is indicative of weak academic integration with the university. The aim of the current research is to examine the dropout rate among Estonian universities and colleges based on Tinto’s theory. The sample used for our survey consisted of 2250 students. These students had either exmatriculated from their studies within a year, or were taking advantage of their right to an academic free year. The most important finding was that the leading cause of dropping out could be attributed to weak emotional ties with the curriculum and university. This shows that there is lack of integration. Nevertheless, most students who dropped out were still able to pursue alternative means of studies, or were able to find other job possibilities, or undertook new challenges in their personal life. Dropping out was not necessarily a tragedy for the students. The motives for dropping out cohered with the self – determination theory (Deci & Ryan 1985). Students who dropped out were often able to find new perspectives, and were able to adapt to their situation and reorganize their life accordingly. Our findings demonstate that a student’s subjective integration with the universty is very important. However, the results also show that the termination of studies does not necessarily cause a crisis, but can rather inaugurate a new experience in self-determination.

Talenti nastavnika Veleučilišta VERN’ prema Gallupovom Clifton StrengthsFinder 2.0 upitniku

Author(s): Ivana Vrhovski,Boris Horvat / Language(s): Croatian Issue: 10/2019

The aim of this paper is to identify personal talents from Clifton StrengthsFinder 2.0 questionnaire which occur most frequently among teachers at VERN’ University of Applied Sciences, and compare them by gender, department and involvement in management processes. Teachers of VERN’ University of Applied Sciences (N=59) filled out StrengthsFinder 2.0 questionnaire and got their Signature Themes which describe them. The distribution of Signature Themes was compared among teachers by gender, department and according to the fact if the teacher, besides his/her academic engagement, also has an additional engagement in management processes. The results of this research show that VERN’ teacher profile has the following talents: Learner, Responsibility, Input, Achiever and Relator. Female teachers do not show significant variation regarding VERN’ teacher profile, which is not the case in case of male respondents. There are some variation among departments. Teachers having additional engagement in management processes completely respond to VERN’ teacher profile, but among teachers having exclusive academic engagement some minor variations occur.

A felsőoktatási tanulmányi alkalmasság értékelésére kidolgozott rendszer a Szegedi Tudományegyetemen: elméleti keretek és mérési eredmények

Author(s): Gyöngyvér Molnár,Benő Csapó / Language(s): Hungarian Issue: 4/2019

The study reports on the theoretical and methodological frameworks for competence assessments conducted among students entering the University of Szeged (Hungary) between 2015 and 2018. It also discusses the main results of those assessments. Based on our analyses, it is clearly possible to develop a computer-based assessment system covering both cognitive and affective areas to determine initial knowledge level and motivation among those commencing their university studies as well as providing immediate feedback. In addition to supplying students with personalized comments on individual strengths and areas for improvement, the results contribute to the development of faculty-level strategies to improve scholastic achievement.

A felsőfokú képzés befejezésére irányuló szándék előrejelzői

Author(s): Andrea Czakó,Lilla Németh,Katalin Felvinczi / Language(s): Hungarian Issue: 4/2019

In our researches we have aimed to create predictive models of academic success and intention to persist in a higher education program. Several administrative data – both individual and educational – from the first two semesters of university education together with numerous other variables (such as psychological and motivational factors, and satisfaction with the training) were analyzed in order to assess which of these could be useful in predicting academic success or failure (dropout) in the course of higher education training program. Socioeconomic variables that were supposed to correlate with the intention of accomplishing higher education program were also analyzed.

Lemorzsolódók tegnap, ma és holnap

Author(s): Gabriella Pusztai,Klára Kovács,Roland Hegedűs / Language(s): Hungarian Issue: 4/2019

We tend to identify dropout students with stereotypes, and until recent years they have rarely been addressed by the domestic literature. Even the most detailed statistical databases still leave an incomplete picture of them, and they even miss from the panel studies. Researchers at the Center for Higher Education Research and Development University of Debrecen conducted 20 interviews and questionnaire survey (N = 605) with dropout students, and compared their data to databases of persistent and at-risk students (PERSIST 2019, N = 2000). Since the financial reasons play an important role in dropout, we also examined the social and regional composition of fee paying students (based on 30 interviews and statistical data of admitted students). Results show that the dropouts heterogeneous group composed of four distinct subgroups, with different social and educational background, who are in danger due to different reasons. In addition to individual-level causes, system-level characteristics of higher education are also responsible for the increase in dropouts. The disadvantaged students are at-risk in a higher proportion.

A felsőoktatás befogadóvá válásának szemléleti kerete és gyakorlati megvalósítása a Pécsi Tudományegyetemen

Author(s): Aranka Varga,Kitti Deli,Bálint Fodor / Language(s): Hungarian Issue: 4/2019

Building on the theoretical background of the “Inclusive University” programme at the University of Pécs, our research examined the different programmes of each faculty that focus on the target groups of inclusion. Our questionnaire and deep-interview research were extended to all faculties of the University (N = 10), examining inclusive programmes and fields that need to be improved. We found out that three student groups were supported mostly (namely: foreign, disabled and disadvantaged/Roma/Gypsy students). Examining the organizational side, we have discovered that the individual and community support of the students in the need of inclusion is more characteristic at the University of Pécs, and there is a smaller number of programmes that involve or affect their whole educational environment. As a summary we can say that the signs of becoming inclusive can already be detected at the University of Pécs – however, the future and desirable development of this process requires further steps in many respects.

Alternatív lehetőségek az amerikai felsőoktatásban

Author(s): Nikolett Rékasi / Language(s): Hungarian Issue: 4/2019

Barbara Schneider (ed.) Handbook of the Sociology of Education in the 21st Century. (Handbooks of Sociology and Social Rresearch.) Cham (Switzerland), 2018. Springer International Publishing. xxxvii + 597 p. ISBN 978-3-319-76694-2 (eBook)

Remembrance and Identity in Constructing the Narration of the Individual and the Community

Author(s): Mirosława Nowak-Dziemianowicz / Language(s): English Issue: 2/2019

In the article, I present two currently co-functioning diagnoses of Polish modernity. One is separatist, emphasizing the division, without hope of consent – a vision of two conflicted tribes, differing in their attitude to the past and history. The second vision assumes the possibility of communication, pointing to the relational character of the current conflict, which is based on the need for recognition. Remembrance is not a dividing instrument here, but a common good and value, and the chance for communication is the relationship of recognition.

Measurement and Assessment of Virtual Internationalization Outcomes in Higher Agrarian Education

Author(s): Alexander Kobzhev,Marina Bilotserkovets,Tatiana Fomenko,Oksana Gubina,Olha Berestok,Yuliia Shcherbyna / Language(s): English Issue: 1 Sup 1/2020

The paper deals with the application of information and communication technologies amid internationalization process in higher agrarian education. The purpose of this research is to evaluate virtual internationalization initiatives in Sumy National Agrarian University (SNAU), Ukraine. Analysis and systematization of the latest scientific works on digitalization in higher education and virtual academic programs proved that they are essential to connect students and educators worldwide in order to improve instruction, to enhance intercultural awareness across borders, to develop target languages knowledge and transversal skills, necessary for young professionals to be competitive in the information-based society. The findings of the survey stated that SNAU is integrating a growing number of international projects requiring the use of digital tools. Data on the inputs, outputs and outcomes of virtual internationalization programs from both official documents and questioning participants, students and faculty was collected and measured. Actual benefits (developing intercultural competence, accessing to global knowledge, lowering economic and environmental costs, improving foreign languages) and potential risks (brain drain, cultural homogenization and less diversity of languages and teaching modes, imbalance of resources) of virtual academic projects were assessed as well. It has been concluded that SNAU engagement in virtual international programs has contributed to the intensification of academic mobility, ensuring international standards for the quality of educational services, gaining international experience in the field of agrarian business and research due to implementation of ICT.

Trends in Higher Education in EU Countries and non-EU Countries: Comparative Analysis

Author(s): Tamara Bondar,Nataliia Telychko,Anna Tovkanets,Tetiana Shcherban,Vasyl Kobal / Language(s): English Issue: 1 Sup1/2020

The article presents the comparative analysis findings related to the current trends in higher education in the ten European Higher Education Area countries. The focus of this study is to identify Ukraine’s transformations and developments in higher education through the lens of similarities and differences in the higher education in the ten countries. Although all these countries belong to the European higher education area (EHEA), the five countries including Austria (AT), the Czech Republic (CZ), Germany (DE), Slovakia (SK), Sweden (SE) are the European Union members while Armenia (AM), Azerbaijan (AZ), Georgia (GE), Moldova (MD), and Ukraine (UA) have a ‘non-EU country’ status. Being a member of the Bologna process since 2005, Ukraine was the only country with legislation in higher education that was not adjusted to current requirements and realities of the deep transformation process in Europe, until 2014. The findings provide insight for how the countries approach Bologna reforms, what aspects they prioritize, what challenges they are facing. Existing reports and studies tackling the issue of trends in higher education are consulted and thoroughly analyzed through the indicators including the number of the students in the ten European Higher Education Area countries, enrollment trends in tertiary education, tertiary education public expenditure in a year as a GDP proportion, academic staff, age groups and gender division, quality assurance, European Credit Transfer and Accumulation System, and student mobility.

Core Curriculum for Foreigners’ Language Training in Higher Agrarian Institutions: Correlation with Common European Recommendations

Author(s): Yuliia Lushchyk,Liudmyla Pikulytska,Hanna Tsyhanok / Language(s): English Issue: 1 Sup1/2020

The article deals with introducing important items of the Core Curriculum for Foreign Language Training of Non-Residents in Higher Agrarian Education Institutions based on CEFR and taking into account professional orientation of foreign (Ukrainian) language training (on the example of Sumy National Agrarian University, Ukraine). Different methods of research (theoretical and empirical) have been used. The Curriculum’s content (goal; objectives; principles of training; content components) has been shown. The main goal of foreign language training is identified as the students' acquisition of skills of communicative activity through the integration of communicative, learning and upbringing goals as well as deep professionalizing the future specialist. The Curriculum’s context (stages, communicative training areas) are correlated with the requirements of CEFR to meet internationally recognised standards. To monitor if the curriculum meets the students’ needs in foreign language training the questionnaires were conducted October-November, 2018. The questionnaires on students’ self-assessment of language proficiency level; learning activities preferences; situations in which foreign language is useful for; the importance of work with professionally-oriented materials were generalised. Conclusions: the important foreign language skills for agrarian students are speaking and reading ones; the preferable communicative areas are the social-cultural and the learning-professional ones; the work with professionally-oriented materials is indicated as an important one. This confirms the appropriateness of the curriculum to international students’ needs in foreign language training. The results can be extrapolated for other higher agricultural institutions while foreign language curriculum development.

Explenation of Paradigm Methodology of Specialists in Higher Education System Vocational Training

Author(s): Mykola Pichkur,Mariia Oliiar,Iryna Rozman,Oksana Petrenko,Irina Demchenko,Lilya Ryabovol / Language(s): English Issue: 1 Sup1/2020

The article proofs the importance of the notion “paradigmatic methodology” use in scientific and pedagogical thesaurus, as well the expediency to define it as a science on the structure, principals, ideals, norms, methods and tools of the organization of strict and started specialists’ vocational training varieties. They usually aimed at the effectiveness increasing of higher educational system functioning in globalized information society. This definition is the basis for the conceptualization of the paradigmatic methodology of fine arts specialists training development and implementation of the model; its functioning in educatuinal process provides the effectiveness of students’ operative and volitional readiness for fine arts training during their lives. According to the criteria and indicators of activity of educational and creative actions and willpower to art education in the course of ascertaining and final experiments, the quantitative and qualitative affiliation of would-be artists to the levels of professional, basic and primary levels of the given readiness. The number of students belonging to its professional level of experimental group students, comparing with ascertained data, was stated to be three times increased and the primary – about two times reduced. The number of control group students of professional level has been more than twice increased, and of primary level – more than half as much less. On the correspondence with this model in higher educational system it is to design the vocational training of specialists of other qualifications to the purpose, but one need to take into account its specificity.

FINANCING HIGHER EDUCATION. A CURRENT DEBATE

Author(s): Diana Vicol / Language(s): English Issue: 1/2019

The problem of higher education funding is felt in different forms in developed countries. In Central and Eastern European countries, since 1990, demand for higher education has increased significantly and has been intensified with the accession of these countries to the European Union. The purpose of this article is to identify successful models in the financing of higher education applied in the Member States of the European Union, which could be a model for higher education in Romania. The question we want to answer is whether there is a link between the level of funding for education and the performance of education. In our approach, we will use the main component analysis method to see if the level of funding influences performance in education, starting with funding patterns in European Union countries.

GLAS NASTAVNIKA O GLASU STUDENATA. PRIHVAĆENOST I KORIŠTENJE STUDENTSKIH PROCJENA O UČINKOVITOSTI NASTAVNIKA NA SVEUČILIŠTU U SPLITU

Author(s): Andreja Bubić,Darko Hren / Language(s): Croatian Issue: 4/2011

The center for quality assurance of the University of Split organized an online survey in which teachers from all university constituents shared their experiences with student evaluations of teacher effectiveness. Within this survey, the teachers responded to three types of questions: about students, teacher and teaching quality. Out of the 1,833 teachers employed at the university, 402 (22%) responded to the questionnaire. The results that were obtained indicated that half of the teachers considered student evaluations to be informative, among which 76% mention a positive influence of using student commentaries for improving teaching, while 14% consider this influence as negative, as it results in deterioration of teaching standards. In addition, around 18% of teachers considered this practice to be completely uninformative. Overall, the results are in line with international experiences related to the use of student evaluations and they indicate a need for increasing both teachers’ and students’ knowledge regarding this method of measuring teacher effectiveness and for considering potential changes to the questionnaire currently used for this purpose.