scholarly journals Developing a Framework to Assess Renewable Energy Options for Higher Education Institutions: Values-Based Recommendations for Portland State University

2019 ◽  
Author(s):  
Emily Quinton
Keyword(s):  
Higher Education ◽  
Renewable Energy ◽  
Higher Education Institutions ◽  
State University ◽  
Portland State University ◽  
Energy Options

Latviešu valodas kā svešvalodas apguve Āzijā

2020 ◽  
pp. 55-62
Author(s):  
Inga Laizāne
Keyword(s):  
Higher Education ◽  
20Th Century ◽  
Higher Education Institutions ◽  
State University ◽  
The European Union ◽  
Self Directed Learning ◽  
Language And Culture ◽  
Study Programs ◽  
Directed Learning ◽  
The Republic

The Latvian language as a foreign language (LATS) is learned both in Latvia and abroad. It can be done in higher education institutions, as well as in different courses and self-directed learning. Outside Latvia, there are many countries and higher education institutions where it is possible to acquire LATS. In some higher education institutions, the Latvian language has been taught since the beginning of the 20th century. The oldest LATS teaching traditions are in North America, Germany, Sweden, Lithuania and Australia. In some universities, such as Stockholm University, Masaryk University, Saint Petersburg State University, etc., academically strong study programs in Baltic Studies were established. Over time, study programs have been closed for various reasons, at most leaving the Latvian language as an optional course. At some universities, the Latvian language course has been discontinued. Although in some higher education institutions outside Latvia LATS could be acquired starting from the beginning of the 20th century, the most significant interest in the Latvian language was after the restoration of independence of the Republic of Latvia. Then many higher education institutions in Europe established Latvian language and culture study programs. This interest was related to the geopolitical situation. People tried to get to know the post-Soviet countries through the language. When Latvia joined the European Union, interest in the Latvian language decreased in Europe. Nowadays, interest in the Latvian language has increased in Asia, especially in China. In Asia, it is possible to acquire the Latvian language in China and Japan. There are established different Latvian language bachelor programs in universities of China while in Japan the Latvian language is taught for somebody interested in Latvian culture and traditions more than in the Latvian language.

Perspectives From a Multicultural Affairs Office Professional

2021 ◽  
pp. 240-259
Author(s):  
Tristen Brenaé Johnson
Keyword(s):  
Higher Education ◽  
Sense Of Belonging ◽  
Higher Education Institutions ◽  
State University ◽  
The Public ◽  
Cultural Centers ◽  
Diversity And Inclusion ◽  
Public Recognition ◽  
Black Cultural Centers ◽  
Multicultural Affairs

The purpose of this chapter is to contextualize the challenges that the office of multicultural affairs staff at one state university experienced while moving to virtual learning formats. This study seeks to offer four specific recommendations and best practices for both multicultural affairs offices/centers and higher education institutions, in general, to ensure that students who utilize these virtual format spaces will continue to develop a sense of belonging within the institution. The author historicizes the formation of Black cultural centers and their development into multicultural affairs, tracks the public recognition of the essential importance of these centers and diversity and inclusion programming, and outlines the issues and problems the OMA staff faced in virtually providing a continued and ongoing sense of belonging for diverse students and staff. Higher education institutions can use these recommendations to inform the future of virtual multicultural affairs offices.

The Assessment of the Potential of “Green” Economy Technologies in Higher Education Institutions

2015 ◽  
Vol 2015 (5) ◽  
pp. 68-88
Author(s):  
Petr Kiryushin ◽  
Mariya Strygina ◽  
Ekaterina Kashirina
Keyword(s):  
Higher Education ◽  
Raw Materials ◽  
Higher Education Institutions ◽  
Green Economy ◽  
State University ◽  
Pilot Projects ◽  
Green Technologies ◽  
Environmental Initiatives ◽  
Speed Up ◽  
Moscow State University

Promotion of “green” economy, that assumes increasing of the population welfare, social justice and improving of environmental quality, is one of the most important trends in the development of many countries including Russia. For our country building of “green” economy is also linked to the modernization and breaking with export-dependence on raw materials. Higher education institutions could contribute to the development of this process: traditionally both in the world and in Russia at universities environmental initiatives could be implemented and future environmental leaders could grow. To speed up the transition to of “green” economy we have proposed an approach “University as a model of “green” economy”. It is based on the possibility of developing, testing and further replication of “green” technologies at universities – in the areas of energy efficiency, waste management, eco-friendly transport, etc. We carried out the analysis of the pilot projects in the field of “green” economy – two cases of separate waste collection: in the Main building of Lomonosov Moscow State University (LMSU) and the LMSU branch in Sevastopol. We conclude that there is a significant potential of the implementation of “green” technologies for the development of “green” economy and for the development of universities themselves.

scholarly journals The Organization of Future Translators’ Self-Directed Learning at US Universities

2017 ◽  
Vol 7 (1) ◽  
pp. 87-94
Author(s):  
Alyona Nakonechna
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Independent Learning ◽  
State University ◽  
Self Directed Learning ◽  
Kent State University ◽  
Learning And Teaching ◽  
Communication Method ◽  
Directed Learning

AbstractThe article deals with studying the peculiarities in the organization of future translators’ self-directed learning at US universities. It has been stated that various researches on the problem prove the underestimation of self-directed learning that leads to insufficient professional competency of future translators. It has been found out that to create an environment favourable for self-directed learning educators should consider four factors, namely, autonomy and responsibility, complexity, duration, “voice and choice”. It has been indicated that the system of independent learning and teaching consists of three components – teacher, learner and communication method. The traits of autonomous learners have been listed. The functions of self-directed learning in US higher education institution have been presented. Six ways of supporting autonomy, namely, classroom-based, curriculum-based, teacher-based, learner-based, resource-based, technology-based, have been singled out and analyzed. The experience of the Kent State University in training future Masters of Arts in Translation has been analyzed. Based on the research performed, the positive aspects of the experience have been justified and relevant recommendations to improve the organization of future translators’ self-directed learning in Ukrainian higher education institutions have been outlined.

LABOUR AS A TIME CHALLENGE: THE Vth ANNIVERSARY SIBERIAN PERSONNEL FORUM

10.12737/127 ◽  
2012 ◽  
Vol 1 (3) ◽  
pp. 0-0
Author(s):  
Сотникова ◽  
Svetlana Sotnikova
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Personnel Management ◽  
Higher Education Institutions ◽  
Academic Science ◽  
State University ◽  
Public Authorities ◽  
Business Structures

Novosibirsk State University of Economy and Management (NGUEU) represented by the Chair of labour economy and personnel management held the Vth Anniversary Siberian Personnel Forum which has assembled together representatives of business structures, public authorities, academic science and higher education institutions, students and graduate students.

scholarly journals UNIVERSITY AUTONOMY AND ACCOUNTABILITY: THE RELATIONSHIPS BETWEEN STATE, HIGHER EDUCATION INSTITUTIONS AND SOCIETY

2012 ◽  
Vol 15 (1) ◽  
pp. 57-66
Author(s):  
Ly Thi Pham
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
State University ◽  
University Autonomy ◽  
Public Interests ◽  
Bottle Neck ◽  
University Council ◽  
State Higher Education ◽  
Two Sides ◽  
Governance Reforms

University autonomy and accountability are central points at heart of governance reforms, which is essence of the relations between state, university and society. University autonomy must be accompanied with institution accountability as two sides of a coint. University Council and independent accreditation agencies are schemes that enable the schools to hold their accountable. University Council is representatives of all stakeholders, in other words, presents public interests in supervision of university administrations. Accreditation agencies are civil society scheme designed to help schools improving their performance and to provide public with information about the universities. University autonomy has been a bottle-neck issue which hindered innovations at institutional level. Therefore it is unavoidable matter in developing high quality higher education institutions as it is prerequisite for their success.

scholarly journals The extent to which some of the TQM standards are applied in the faculties of Khartoum State University and Sudan Private International University: مدى تطبيق بعض معايير إدارة الجودة الشاملة في كليات جامعة الخرطوم الحكومية وجامعة السودان العالمية الخاصة

2019 ◽  
Vol 3 (2) ◽  
Author(s):  
Amani Suleiman Ahmed Suleiman
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Private University ◽  
Point Of View ◽  
Private Higher Education ◽  
Years Of Experience ◽  
State University ◽  
Public And Private ◽  
International University ◽  
And Gender

   The objective of the study was to investigate the extent to which some of the TQM standards were applied in the faculties of Khartoum State University and Sudan International Private University from the point of view of the faculty and the effect of the variables (age, gender, academic qualifications, years of experience, On the answers of the sample, and used the descriptive statistical method. The study was carried out with the following results: The application of TQM in some of the faculties of Khartoum State University and Sudan University of the World (3.46) with a total average of (3.46 of 5) with (large) estimates. According to the fields, the field of quality requirements in education has a general average of (3.84) with a large estimate; followed by the follow- Thirdly, the field of human resources development was average (3.37), and lastly, Decision-making and community service an average of (3.03), all of which estimates (medium). The results of the study showed that there are no differences in the application of some TQM standards in Sudanese higher education institutions due to variables (years of experience, age, scientific qualification and gender). In light of the results of the study, a number of recommendations were made to increase awareness and activate the implementation of some of the TQM standards in Khartoum State University Colleges, Sudan Private International University and all Sudanese higher education institutions. And attention to the educational environment within the university and methods of communication and communication. And to spread the culture of quality to managers and deans first to convince them of the importance of change and improve the performance and the importance of quality standards in institutions of public and private higher education as well as higher institutes

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