ALTERNATIVE MODELS OF UNIVERSITIES OF THE FUTURE: ON THE BOOK «ALTERNATIVE UNIVERSITIES: SPECULATIVE DESIGN FOR INNOVATION IN HIGHER EDUCATION» BY DAVID J. STALEY (BALTIMORE, USA: JOHNS HOPKINS UNIVERSITY PRESS, 2019)

The author reveals the necessity of introducing into the educational and professional programs of preparation of masters of non-pedagogical specialties of the discipline "Didactics of higher education". Formation of pedagogical competences of the teacher of the higher school will allow the future specialists professional activity in the institutions of higher education. The article reveals the essence of didactic competence and peculiarities of its formation in higher education students in the current conditions of organizing the initial process. The competency approach should permeate all aspects of student training. Therefore, a special (didactic) competence should be included in the list of the graduates' learning outcomes. The didactic competence is the ability to apply knowledge of psychology and pedagogy (didactics) in the educational process of higher education institutions. In the orientation of the educational and professional program of the master of non-pedagogical specialties it is necessary to enter competencies that allow him to engage in teaching activities. General competences add to the ability to carry out pedagogical activities using innovative educational technologies, and special competences add to the ability to organize the educational process and carry out scientific research in order to solve topical problems of the theory, methodology, organization and practice of higher education students. One of the most important compulsory (normative) disciplines that enable the future specialist to teach special and professional disciplines in higher education institutions should be "Didactic of Higher Education". This is the main feature of forming didactic competence in higher education institutions. But the competent approach in higher education does not come down to a separate discipline, but because the phenomenon of integral and dynamic develops in the process of formal, non-formal and informal education and is in constant development and self-development. All stages of preparation of the master of non-pedagogical specialties for teaching activity should be directed on achievement of the main purpose of the educational process — formation of pedagogical competences of applicants of higher education.

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Clarence Thomas, Fisher v. University of Texas, and the Future of Affirmative Action in Higher Education

SSRN Electronic Journal ◽

10.2139/ssrn.2798038 ◽

2016 ◽

Author(s):

Scott D. Gerber

Keyword(s):

Higher Education ◽

Affirmative Action ◽

University Of Texas ◽

The Future

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Sustainable Innovation in Higher Education: The Impact of Gender on Innovation Competences

Sustainability ◽

10.3390/su13095004 ◽

2021 ◽

Vol 13 (9) ◽

pp. 5004

Author(s):

Raquel Ferreras-Garcia ◽

Jordi Sales-Zaguirre ◽

Enric Serradell-López

Keyword(s):

Higher Education ◽

Business Students ◽

Bachelor's Degree ◽

Sustainable Innovation ◽

Educational Implications ◽

Development Goals ◽

High Level ◽

The Impact ◽

Innovation In Higher Education

There is currently an increasing interest for sustainable innovation in our society. The European agendas highlight the role of higher education institutions in the formation and development of innovation competences among students. Our study aimed to contribute to the analysis of the level of achievement of students’ innovation competences by considering two sustainable development goals (SDG) of the 2030 United Nations’ Agenda: Gender Equality (SDG 5) and Quality Education (SDG 4). This article tries to answer how business students perceive their own innovation competences and which innovative competences are best achieved by students, as well as if there are differences in the achievement of these competences depending on the students’ gender. Our results, from a sample of 360 students in the Business Administration and Management Bachelor’s Degree at the Universitat Oberta de Catalunya, confirm the extensive development of innovation competences. Moreover, female students present a high level of preparation for innovation-oriented action. These findings have educational implications for potentiating the innovation competences and environments where females can attain innovation skills.

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From the Guest Editors: Canadian Perspectives on and Applications of Applied Sociology

Journal of Applied Social Science ◽

10.1177/19367244211002110 ◽

2021 ◽

pp. 193672442110021

Author(s):

Emily Milne ◽

Sara J. Cumming

Keyword(s):

Higher Education ◽

Teaching Practice ◽

Education Sector ◽

Public Confidence ◽

Applied Sociology ◽

Application Research ◽

Special Issue ◽

The Future ◽

Sociological Approaches

Public confidence and trust in higher education has declined (Johnson and Peifer 2017) and the future of the higher education sector has been questioned (AGB 2020). More specifically, the discipline of sociology is considered to be in “crisis” and applied sociological approaches are offered as a solution (Graizbord 2019; Weinstein 1997). The purpose of this introduction article as well as the broader special issue is to explore the nature and state of applied sociology in Canada. With a collection of seven articles authored by Canadian sociologists on topics including application research, reflections on process, and teaching practice, this special issue provides a platform to discuss and showcase the distinct nature and contributions of applied sociology in Canada as well as highlight the work of Canadian applied sociologists.

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