scholarly journals W meandrach akademickiej wspólnoty – (za)myślenie

2018 ◽  
pp. 7-21
Author(s):  
Barbara Kromolicka
Keyword(s):  
Higher Education ◽  
Social Change ◽  
Education Reform ◽  
Higher Education Reform ◽  
Academic Community ◽  
Academic Environment ◽  
Cultural Changes

The article presents socio-cultural changes which have been taking place in the academic environment  as a result of the process of implemented higher education reform and social change undergoing in the society. The author discusses the process of a university transformation which, while subject to economic challenges, changes substantially the quality of the functioning of the academic community.

On problems of quality of higher professional education

2021 ◽  
pp. 35-42
Author(s):  
V.P. Soloviev ◽  
◽  
T.A. Pereskokova ◽  
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Vocational Education ◽  
Professional Education ◽  
Higher Education Reform ◽  
Quality Of Education ◽  
University Graduates ◽  
Ministry Of Education ◽  
Higher Professional Education

Examined is the problem of achieving the quality of education of university graduates in implementation of competence-based learning. Shown is that when assessing quality, it is necessary to focus on achieved level of compliance with requirements. The project of the higher education reform of the Ministry of Education and Science is analyzed from the standpoint of implementation of the competence-based approach in vocational education. Attention is drawn to the need to make adjustments to the formulation of competencies of graduates, and to develop real mechanisms for achievement of such by university graduates.

scholarly journals INTERACTION OF THE EDUCATIONAL PROCESS PARTIES AS GUARANTEE OF HIGH QUALITY OF EDUCATION

2018 ◽  
pp. 61-64
Author(s):  
A. Stebletskyi
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Higher Education Reform ◽  
Educational Process ◽  
Educational Activity ◽  
Self Organization ◽  
Quality Of Education ◽  
Educational Activities ◽  
Continuous Growth

Our country relies on system of education in its development. The laws of Ukraine “On Higher Education” (2014) and “On Education” (2017) were adopted. The philosophical aspect of topical trends in education is considered in life-long helping an individual to fulfil him/herself as a professional citizen and personality. It is obvious, that in such case, the access to education and educational services should increase. This fact exacerbates the issue of improving the quality of education. One of the directions of increasing the quality of education is to increase the quality of educational activities. An important reserve for the quality of educational activities is the constructive interaction of participants in the educational process. The article analyses the nature of interaction of the parties to the educational process in the context of their educational activities. The structure of optimal self-organization of the parties’ educational activities is determined. The problems in studying the quality of educational activities are stated. The conditions, factors and criteria determining the nature of the interaction of educational activity parties are described. The conditions of educational process development in the higher schools are determined by its nature: the educational process based on the research basis, the interaction between the parties, the practice-aimed educational process. The conditions of development of educational process parties’ interaction are determined by interdependence of processes being the basis of their educational activities self-organization. The important criteria for constructive nature of the parties’ interaction in the educational process include benevolence, openness, impartiality, aspiration for perfection, and activity. Higher education reform can not take place without the continuous growth of higher education quality. Higher education should become even more powerful source of development of our country.

scholarly journals Sustainable Higher Education Reform Quality Assessment Using SWOT Analysis with Integration of AHP and Entropy Models: A Case Study of Morocco

2021 ◽  
Vol 13 (8) ◽  
pp. 4312
Author(s):  
Asma Fahim ◽  
Qingmei Tan ◽  
Bushra Naz ◽  
Qurat ul Ain ◽  
Sibghat Ullah Bazai
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Education Reform ◽  
Education System ◽  
Swot Analysis ◽  
Higher Education Reform ◽  
Entropy Method ◽  
Higher Education System ◽  
Reform Plan

Sustainable development goals (SDG) involve not only environmental issues but also economic, social, and cultural concerns. Higher education plays a key role in promoting sustainable development initiatives and in empowering people to change their thinking and to strive for a sustainable future. However, the main issue that needs to be presently resolved is how leaders, teachers, and students in higher education can achieve sustainable development in their system vision, mission and values, strategic plans, and organizational culture. Morocco is a country with a long history of higher education and has continuous reforms for sustainable development. In the process of responding to the wave of globalization, the Moroccan government has begun to formulate a higher education reform plan to maintain its competitiveness and achieve the SDG standards. Therefore, this study is focused on the quality of the higher education system through which the sustainability of higher education reform can be implemented. With this in mind, an organized approach that involved a questionnaire using the SWOT (strengths, weaknesses, opportunities, and threats) decision-making model with integration of analytic hierarchy process (AHP) and Entropy method was developed. The questionnaires were filled out by the experts, staff, and students of the higher education system (universities) to obtain the important key factors for the SWOT analysis. The AHP was used for the qualitative analysis of the weights of the SWOT factors, while the Entropy method was applied for the objective analysis of the number of different weight attributes. After integration of AHP with Entropy, the finalized variables were ranked; these results are more reliable and realistic to decision-makers. Finally, the SWOT matrix was established based on the questionnaire assessment and the AHP with Entropy weights to help implement the higher education reform policy and to monitor the quality of the current education system. The results also indicate that higher education reform must incorporate many changes, including effective budget planning, skilled experts, internationalization, improved and expanded infrastructure, reformed study curriculum, and latest training.

scholarly journals The Analysis of Higher Education Reform Strategy Based on the New Situation of Network

2020 ◽  
Vol 2 (2) ◽  
Author(s):  
Liyan Zhao
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Higher Education Reform ◽  
Modern Education ◽  
Modern Information Technology ◽  
Reform Strategy ◽  
Modern Information ◽  
High Level ◽  
New Situation

In the process of the continuous development of China's modern education, as an important part of the current education system, the quality of high-level education has a very important impact on the development of students and social economy. With the deepening of education reform, people pay more and more attention to the reform of higher education. In the process of the continuous development of modern information technology, promoting the effective integration of high-level education reform and modern information technology has become an important way for the development of modern higher education. Based on this, this paper deeply explores the reform strategy of Higher Education under the new situation of network, in order to improve the quality of higher education reform, and provide some valuable reference for promoting the further development of modern education.

scholarly journals The ”Tripled Failure” of Institutional Design of Higher Education Reform in Russia

2020 ◽  
Vol 12 (4) ◽  
pp. 094-111
Author(s):  
Margarita V. Kurbatova ◽  
◽  
Sergey N. Levin ◽  
Kirill S. Sablin ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
New Public Management ◽  
Higher Education Reform ◽  
Science System ◽  
Quality Of Higher Education ◽  
Wide Range ◽  
Secondary Failure

Reasons and consequences of "tripled failure" in the sphere of the Russian higher education reforming are revealed in the article. These multiplying negative effects are results of designers and ordering group activity in the frame of exclusive «club». Narrow «liberal» expert community, including a group of elite universities and research centers, as a designer is in this exclusive «club». Russian state is the group that orders projects of reforming and represented with two interconnected subjects, i.e. ruling group and politicized administrators of "scientific and educational departments". Primary failure is highlighted in the choice of institutional projects those did not lead to increasing the quality of higher education during its implementation in the EU countries and the USA. The problems were not identified that linked to the fact that implemented tools of new public management were basically unable to assess the social effectiveness of higher education. This is due to the specifics of goods produced in this system. These goods are credible and they create a wide range of positive externalities. Secondary failure lies in the declarative nature of priority to increase social efficiency of higher education in Russia. This fact means that implementation of reform projects does not lead to the achievement of the declared outcomes linked with improving the quality of higher education, meeting the needs of the national economy in human capital, and opportunities for development of society. In practice, implemented formal institutions dramatically reinforce the differentiation of social and economic development of constituent entities of the Russian Federation. This is not an unintended consequence of the reformers actions, but the result of their real orientation towards the goals of private efficiency. Tertiary failure is due to the fact that designers and ordering group launched the process of “self-destruction” of higher education and science system in the long-term period pursuing their short-term private interests. The “enclave of wealth” that has been formed in this sphere absorbs the country's resources undermining the capabilities of its own development and even survival in the long-term period.

Training of the university-educated personnel for the regional economy: expert opinion of the executives of Kemerovo Region universities

2015 ◽  
Vol 3 (2) ◽  
pp. 191-198
Author(s):  
Елена Морозова ◽  
Elena Morozova
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Expert Opinion ◽  
Regional Economy ◽  
Higher Education Reform ◽  
Educational Process ◽  
Top Management ◽  
Expert Survey ◽  
The University

The article presents the analysis of the data obtained during the expert survey of Kemerovo Region universities’ executives on training of the university-educated personnel for the regional economy. The experts estimated the overall situation in higher education in Russia, Kuzbass and in particular universities, as well as the consequences of the higher education reform rather low. But the quality of training and its compliance with the requirements of employers are characterized by them mainly positively. The universities’ top management supports more active cooperation with companies and organizations in order to improve the educational process. The experts shared their experience in planning the structure of training of students, made an attempt to predict the needs of the regional economy in the personnel and gave suggestions for improving the system of higher education in the region.

scholarly journals ESSENTIAL AND SUBSTANTIVE CHARACTERISTICS OF THE CONCEPT OF "TOLERANCE" AS A PROFESSIONAL QUALITY OF A TEACHER OF HIGHER EDUCATIONAL INSTITUTION

2021 ◽  
pp. 5-8
Author(s):  
I. BABENKO ◽  
G. KUZMENKO
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Educational Institution ◽  
Higher Education Reform ◽  
Future Research ◽  
Teaching Staff ◽  
Emotional States ◽  
Research And Teaching ◽  
Professional Quality

The article analyzes the essence of the concept of "tolerance", analyzes tolerance as a professional quality of a teacher of higher education, identifies its structural components. The author is of the opinion that the key constructs of personality tolerance are: tolerance as the opposite of egoism and egocentrism; tolerance as tolerance to others; tolerance as a path to goodness, truth and compassion; tolerance and norm (sense of proportion) as part of traditional culture. Based on the systematization of research on the phenomenon of tolerance in philosophical, psychological and pedagogical aspects, it was found that tolerance is a complex complex phenomenon, which is considered in various aspects and understood as acceptance of another person's personality and personality, ability to understand emotional states, desire for dialogue and cooperation in interaction, rejection of domination and violence. The structure of this psychological construct consists of personal, cognitive, emotional and behavioral components. The specifics of personal, cognitive, emotional and behavioral components of tolerance are analyzed.  The author considers the selected components as normatively necessary for the successful activity of the teacher in the modern conditions of higher education reform. All of them are closely interdependent, each subsequent one is productive only in the presence of the previous one, formed at a sufficient level. We see the prospect of further research in the further comprehensive study of ways to prepare future research and teaching staff to cultivate tolerance.

Academic Course Evaluation

2009 ◽  
Vol 14 (4) ◽  
pp. 297-306 ◽  
Author(s):  
Edith Braun ◽  
Bernhard Leidner
Keyword(s):  
Higher Education ◽  
Education Reform ◽  
Bologna Process ◽  
Course Evaluation ◽  
Higher Education Reform ◽  
Teaching Behavior ◽  
Personal Benefit ◽  
Quality Of Higher Education ◽  
Confirmatory Factor ◽  
The Bologna Process

This article contributes to the conceptual and empirical distinction between (the assessment of) appraisals of teaching behavior and (the assessment of) self-reported competence acquirement within academic course evaluation. The Bologna Process, the current higher-education reform in Europe, emphasizes education aimed toward vocationally oriented competences and demands the certification of acquired competences. Currently available evaluation questionnaires measure the students’ satisfaction with a lecturer’s behavior, whereas the “Evaluation in Higher Education: Self-Assessed Competences” (HEsaCom) measures the students’ personal benefit in terms of competences. In a sample of 1403 German students, we administered a scale of satisfaction with teaching behavior and the German version of the HEsaCom at the same time. Using confirmatory factor analysis, the estimated correlations between the various scales of self-rated competences and teaching behavior appraisals were moderate to strong, yet the constructs were shown to be empirically distinct. We conclude that the self-rated gains in competences are distinct from satisfaction with course and instructor. In line with the higher education reform, self-reported gains in competences are an important aspect of academic course evaluation, which should be taken into account in the future and might be able to restructure the view of “quality of higher education.” The English version of the HEsaCom is presented in the Appendix .

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