This document discusses university rankings as a tool to reform university education in Ukraine. It argues that international university rankings have become influential in defining what constitutes a world-class university. While rankings provide a simplified view, their criteria can help identify dimensions for reforming national higher education systems, including Ukraine's. The document outlines Ukraine's developed university system but notes its weaker performance on competitiveness and GDP measures. International ranking standards may guide Ukrainian universities to be more globally competitive and relevant to economic and social needs.
Increasing university publication and citation rateNader Ale Ebrahim
Despite the vital role of paper publication and citation in higher education institutions (HEIs), literature on publication exercises is relatively scarce. There are a number of factors which influence the rate of university publications and citations. Accordingly, with a focus on policy perspectives, this paper discusses publication exercises by addressing the factors that can increase or decrease the rate of publication and citation in HEIs. The investigated zones are divided into two macro and micro levels, in which macro level deals with global policy and micro level is related to local and university policies. The effective factors and their relevant criteria are traced in all the aforementioned policies.
An Analysis Of Skills Priorities In The Architectural Education System At The...Audrey Britton
This document analyzes skills priorities in architectural education at the bachelor's degree level through a comparative study of top architecture schools in Iran and worldwide. It identifies a set of key skills (drawing, presentation, history of architecture, structures/materials, theoretical foundations) and investigates how course descriptions and arrangements at sample schools prioritize these skills. The analysis found that "flexibility" is most emphasized, including flexibility in elective courses and design subjects based on student evaluation and interests. However, this priority has been neglected in Iran's architectural education system.
University is a remarkable institution which is always expected to change
the world through its constantly innovative technology and science
advancement and civilization promotion. Academic institution relies on its
efficacious leader with vision and implementation to fully accomplish its
missions. However, limited attention goes to this crucial leader’s
requirements and characteristics, even faculty members in the higher
education institutions studiously conduct research for external organizations.
This paper presents a comprehensive analysis addressing innovative
academic leader’s characteristics based on the current global situation,
university mission, and unique culture. Finally, this article concluds the
competencies and characteristics of efficacious academic leader demands in
this changing era: envisioning the institutional future, integrating social
resources with reciprocity, modeling the way with morality and integrity,
executing university missions with professions and humanity, empowering
team members with full support, and inspiring students with humanity.
Those integrated characters could effectively guide faculty members for
their future self-development, and contribute to achieving university mission
on science development, producing high-quality human resources, and
contributing of the human civilization promotion. This conclusion
retrospectively raises further suggestions for future study, how faculty
members build these characters considering the unique and complex
situation of interpersonal and external factors within the university.
This document discusses indicators for evaluating universities' "third mission" of engagement with society beyond teaching and research. It begins by explaining that universities traditionally have two core missions of teaching and research, but a third mission of societal engagement is now widely recognized and deserves dedicated measurement. However, existing university rankings only measure the first two missions.
The document then reviews different understandings of a university's third mission. It proposes a framework classifying third mission activities into three dimensions: continuing education, technology transfer and innovation, and social engagement. The document uses a Delphi method to develop indicators within this framework that could be used to create a new ranking methodology measuring universities' performance on their third mission of engaging with society.
This presentation is a supplement to the article: “Towards an organisational model of ‘interface’ university structure as a means of serving Lifelong Learning needs”, by Pencho Mihnev and Roumen Nikolov.
It is part of the book “Lifelong Learning in the Digital Age”:
Tom J. van Weert, Mike Kendall (Eds.) (2004). Lifelong Learning in the Digital Age: Sustainable for all in a changing world, IFIP Technical Committee 3 (Education) Lifelong Learning Working Track in the IFIP conference “E-Training Practices for Professional Organisations”, Pori, Finland, 7-11 July 2003. IFIP Conference Proceedings 266 Kluwer 2004, ISBN 1-4020-7842-0
Cecilia Tsui 2008 Higher Education Development: Quality, Relevance and ImpactCeciliaTsui42
The report summarizes a conference held by the OECD and IMHE in Paris on outcomes of higher education. Over 65 countries were represented at the conference. Sessions discussed topics like quality assurance measures, rankings, learning outcomes, societal needs, efficiency, and policy responses. The conference achieved its goals of information sharing, identifying best practices, and facilitating international cooperation. It provided a platform for reflection on issues in higher education. The changing global context is driving greater accountability and transparency in higher education outcomes. Globalization, technology, the knowledge economy, and massification of higher education have increased demands for outcome measures and quality assurance.
This document discusses student mobility programs at Unidad Profesional Interdisciplinaria De Ingeniería Campus Guanajuato (UPIIG-IPN). It finds that the most popular programs for outgoing international student mobility are aeronautics and biotechnology, while national mobility numbers are very low. A survey of UPIIG students who participated in mobility programs identified benefits like cultural exposure but also challenges like financial costs and difficulties with credit transfers. The document concludes there is opportunity to increase UPIIG's mobility rates given they currently represent only 0.3% of enrolled students, below the national average.
Increasing university publication and citation rateNader Ale Ebrahim
Despite the vital role of paper publication and citation in higher education institutions (HEIs), literature on publication exercises is relatively scarce. There are a number of factors which influence the rate of university publications and citations. Accordingly, with a focus on policy perspectives, this paper discusses publication exercises by addressing the factors that can increase or decrease the rate of publication and citation in HEIs. The investigated zones are divided into two macro and micro levels, in which macro level deals with global policy and micro level is related to local and university policies. The effective factors and their relevant criteria are traced in all the aforementioned policies.
An Analysis Of Skills Priorities In The Architectural Education System At The...Audrey Britton
This document analyzes skills priorities in architectural education at the bachelor's degree level through a comparative study of top architecture schools in Iran and worldwide. It identifies a set of key skills (drawing, presentation, history of architecture, structures/materials, theoretical foundations) and investigates how course descriptions and arrangements at sample schools prioritize these skills. The analysis found that "flexibility" is most emphasized, including flexibility in elective courses and design subjects based on student evaluation and interests. However, this priority has been neglected in Iran's architectural education system.
University is a remarkable institution which is always expected to change
the world through its constantly innovative technology and science
advancement and civilization promotion. Academic institution relies on its
efficacious leader with vision and implementation to fully accomplish its
missions. However, limited attention goes to this crucial leader’s
requirements and characteristics, even faculty members in the higher
education institutions studiously conduct research for external organizations.
This paper presents a comprehensive analysis addressing innovative
academic leader’s characteristics based on the current global situation,
university mission, and unique culture. Finally, this article concluds the
competencies and characteristics of efficacious academic leader demands in
this changing era: envisioning the institutional future, integrating social
resources with reciprocity, modeling the way with morality and integrity,
executing university missions with professions and humanity, empowering
team members with full support, and inspiring students with humanity.
Those integrated characters could effectively guide faculty members for
their future self-development, and contribute to achieving university mission
on science development, producing high-quality human resources, and
contributing of the human civilization promotion. This conclusion
retrospectively raises further suggestions for future study, how faculty
members build these characters considering the unique and complex
situation of interpersonal and external factors within the university.
This document discusses indicators for evaluating universities' "third mission" of engagement with society beyond teaching and research. It begins by explaining that universities traditionally have two core missions of teaching and research, but a third mission of societal engagement is now widely recognized and deserves dedicated measurement. However, existing university rankings only measure the first two missions.
The document then reviews different understandings of a university's third mission. It proposes a framework classifying third mission activities into three dimensions: continuing education, technology transfer and innovation, and social engagement. The document uses a Delphi method to develop indicators within this framework that could be used to create a new ranking methodology measuring universities' performance on their third mission of engaging with society.
This presentation is a supplement to the article: “Towards an organisational model of ‘interface’ university structure as a means of serving Lifelong Learning needs”, by Pencho Mihnev and Roumen Nikolov.
It is part of the book “Lifelong Learning in the Digital Age”:
Tom J. van Weert, Mike Kendall (Eds.) (2004). Lifelong Learning in the Digital Age: Sustainable for all in a changing world, IFIP Technical Committee 3 (Education) Lifelong Learning Working Track in the IFIP conference “E-Training Practices for Professional Organisations”, Pori, Finland, 7-11 July 2003. IFIP Conference Proceedings 266 Kluwer 2004, ISBN 1-4020-7842-0
Cecilia Tsui 2008 Higher Education Development: Quality, Relevance and ImpactCeciliaTsui42
The report summarizes a conference held by the OECD and IMHE in Paris on outcomes of higher education. Over 65 countries were represented at the conference. Sessions discussed topics like quality assurance measures, rankings, learning outcomes, societal needs, efficiency, and policy responses. The conference achieved its goals of information sharing, identifying best practices, and facilitating international cooperation. It provided a platform for reflection on issues in higher education. The changing global context is driving greater accountability and transparency in higher education outcomes. Globalization, technology, the knowledge economy, and massification of higher education have increased demands for outcome measures and quality assurance.
This document discusses student mobility programs at Unidad Profesional Interdisciplinaria De Ingeniería Campus Guanajuato (UPIIG-IPN). It finds that the most popular programs for outgoing international student mobility are aeronautics and biotechnology, while national mobility numbers are very low. A survey of UPIIG students who participated in mobility programs identified benefits like cultural exposure but also challenges like financial costs and difficulties with credit transfers. The document concludes there is opportunity to increase UPIIG's mobility rates given they currently represent only 0.3% of enrolled students, below the national average.
Reframing TVET colleges into 21st century Learning OrganizationsAJHSSR Journal
ABSTRACT: Technical and Vocational Education and Training institutions are a hub for most students who
did not meet the University entry requirements nowadays. There is a need to remove the stereotype that they are
for learners who do not cope with the formal education offered in institutions. It must be taken into account that
TVET colleges offer full curriculum but their focus is on skills development. With the emergence of Artificial
Intelligence, their formation needs a revamp so as to suit the new and changing system of Education. This can
be done by changing the traditional methods of teaching by implementing blended learning and using flip
classroom model. Blended learning is a term increasingly used to describe the way e-learning is being combined
with traditional classroom methods and independent study to create a new, hybrid teaching methodology. It
represents a much greater change in basic technique than simply adding computers to classrooms but it
represents a fundamental change in the way teachers and students approach the learning strategies anywhere. It
has already produced an offshoot called the flipped classroom – that has quickly become a distinct approach of
its own. Flipped classroom model — in which students watch or listen to pre-recorded lectures over the Web,
on their own time rather than during class — liberates instructors to finally make real connections with their
students outside the school times. By focusing into traditional classroom settings like in the olden days,
instructors are supporting the part of the learning process that students really need and are interested in. This
paper intends to deal with the advantages of learning through MOOCs and MOODLE platforms where
learners can learn, respond to questions and collaborate with each other and submit work through remote
platforms. This is where students learn the most by implementing theories they've learned into real-life and to
apply logic when responding to peers around the globe remotely and sharing best practices. This is in
conformity with the types of students we deal with who have a very short listening span and with the fact that
we are dealing with digital citizens.
KEYWORDS: Blended learning, e-Learning, flipped classrooms, MOOCs, MOODLE.
MA International Education University of Bath assignment (Education in and International Context).
In this assignment I have tried to propose an original idea for helping schools define and measure the degree to which they demonstrate the values of international education.
Universities, Innovation and Development Processes in the Changing Global Eco...iBoP Asia
This document discusses the changing role of universities in the global economy and debates around university reforms in developing countries like Uruguay. It notes that universities worldwide are undergoing significant changes and are focusing more on issues like industry partnerships, entrepreneurship, and the commercialization of research. For developing nations, building domestic knowledge and problem-solving capacities through universities is seen as important for equitable development, though there is debate around how to implement this and enhance universities' developmental role. The document also discusses Uruguay's experience, noting that while basic science research has thrived there, other fields have been less successful in organizing themselves.
Research on the teaching quality structure of Sino foreign joint university a...inventionjournals
With the Chinese economy’ rising, the development of Sino foreign joint university also rapidly smoothly developed. As one of the few China jointly University, the teaching quality of Xi`an Jiao Tong - Liverpool University (XJTLU) has a typical characteristics of its remarkable advantage. This research through the analysis on the internal structure of its teaching quality, saying that there are three aspects playing very important roles: one is the teaching management system better rely on high efficient but simple functions; second is the research-led training or teaching process can guide teachers, students and teaching itself to stimulate the potential; third is the teaching quality assurance system essentially can effectively guide and control the teaching quality of higher education on the right way. It is proved that the teaching quality orientation system can flexibly adapt to the development of education industry
The necessity of critique in academic development John Hannon
Symposium: Revisiting the mundane to rearticulate the idea of the University, 7th International Academic Identity Conference,
Rosskilde University 21-23 June 2021
DIGITAL TRANSFORMATION Of UNIVERSITIES IN TÜRKİYE AND KAZAKHSTAN: COMPARATIVE...AzerbaijanJournalofE1
The article focuses on the study of the digital transformation processes of universities in Türkiye and Kazakhstan. The authors presented the results of a comparative analysis of the digitalization of higher education at a country level; the main stages of digitalization of higher education are considered; the principles of construction and operation of these systems, as well as their common and different features are outlined; current problems of digitalization of higher education in two countries are highlighted. A comparative analysis was carried out based on such criteria as the digital literacy of teachers, the organizational process of digitalization of higher education, and digital literacy among students. A graphical interpretation of the current state of the use of digital technologies in the higher education system at a country level is presented.
This research is funded by the Committee of Science of the Ministry of Science and Higher Education of the Republic of Kazakhstan (Grant №. BR21882302 Kazakhstan’s Society in the Context of digital transformation: prospects and Risks).
This document discusses massive open online courses (MOOCs) and analyzes current trends and prospects for development. It notes that MOOCs allow large numbers of students worldwide to take online courses from leading universities for free or low cost. While early MOOCs focused on computer science, the number and variety of courses has expanded significantly. The document compares key differences between traditional online courses and MOOCs, such as open access and scale. It also examines specializations within MOOCs that allow students to take sequences of related courses to learn about a subject in depth. Overall, the document analyzes the growth of MOOCs and their potential to expand access to education.
ENHANCEMENT OF UNIVERSITY GRADUATES’ COMPETITIVENESS IN THE FRAMEWORK OF IMPL...IAEME Publication
The modern rapidly changing world requires adequate changes in all areas of the
global economy. These changes are significant in education since it forms the
knowledge, skills, competencies of specialists and the ability to implement them in the
modern environment, ensuring the competitiveness of university graduates both on
domestic and foreign markets. The purpose of this article is to study the advantages
and disadvantages of one form of partnership in education - the networked
educational program. Its advantage lies primarily in the synergistic effect obtained
through the use of all types of partner universities' resources, improving the program
management, attracting teachers from other universities and, as a result, in
increasing the quality of education and enhancing the competitiveness of graduates
from partner universities. An experimental data and materials, and also the main
features of the educational process and its qualitative transformation, providing
dissemination in other universities and educational programs were obtained by
authors during designing, implementing and developing the networked master
program. The content analysis of similar programs implemented in some Russian
universities was used as the research method. As a result of the research, a model for
implementing the networked master program "Entrepreneurship for the Future" was
proposed and tested
Universities are caught in a cycle of reforms imposed by changing political powers, but will need to be agile and responsive to handle rising knowledge demands. However, current universities are far from ready for this challenge. While quality tools are popular, they are not proving effective. A better model is the "Learning Organization" concept, which balances education and management. Implementing this model in schools has been satisfactory. Now universities must find their own way forward based on this model.
An evaluation study of the degree of need for classification criteria for Jor...IJAEMSJORNAL
The study aimed to find out the degree of availability of classification criteria for Jordanian universities from the point of view of administrative academics in them, and in order to achieve the objectives of the study, a questionnaire consisting of (42) paragraphs was constructed whose validity and reliability was verified, and it was distributed to the study sample consisting of (141) deans, their deputies and heads of departments in University of Jordan. As it retrieved (100) questionnaires. The results showed that the availability of classification criteria for universities in the University of Jordan as a whole was medium, as the highest was for the sixth field “Results and Achievements” with an arithmetic average of (3.88) and with a high degree of availability, and in the last rank the seventh field “Information and its analysis” with an arithmetic average of (3.12) and a moderate degree of availability. The results showed that there were no statistically significant differences in the overall score indicating the differences in the fields of the university classification criteria according to the job title variable, as well as in the fields of the university classification criteria. The study recommended issuing an introductory yearbook for the University of Jordan and its achievements and enabling leaders at the University of Jordan to undertake strategic planning.
This document summarizes the discussions from Working Group 1 at the RIDRU December 2016 Symposium on reforming higher education in Ukraine. The group discussed lessons from other post-Soviet countries that have undergone educational reform. Reforms typically go through predictable phases including periods of enthusiasm, stabilization, independence, and finally moving from strategy to action. However, structural changes do not necessarily lead to qualitative changes, and reforms take place at different levels over long periods of time requiring patience. Specific challenges to Ukraine's reforms were also noted, but there are signs of hope in growing professional associations and student mobility programs that expose Ukrainians to global best practices.
The document discusses new demands placed on universities and strategies for the future. It notes that universities now have increased strategic roles in research, technology transfer, and education to address globalization and knowledge-based societies. However, there are also obstacles to change, like academic conservatism and resistance to changing roles and structures. The document argues that universities must open towards society to meet new needs while balancing research, education, and innovation as key parts of their mission.
This document summarizes a peer-reviewed article that presents a peer-to-peer support model called the SOAR Centre for developing graduate students' career and employability skills. The SOAR Centre was created in response to pressure on Australian universities to produce research graduates with transferable skills for diverse sectors. It employs graduate students as ambassadors to provide career guidance and resources to their peers. The article describes the establishment and development of the SOAR Centre model, including its organizational structure, profiles of ambassadors and clients served, and the process by which it has evolved over time.
A Literature Review On Entrepreneurial Universities An Institutional ApproachSean Flores
This document provides a literature review on entrepreneurial universities from an institutional economic perspective. It begins by establishing that universities now play an important role in knowledge-based economies by commercializing research and spinning out new enterprises. The paper then reviews definitions of entrepreneurial universities and links them to institutional economics theories. Specifically, it adopts North's work on formal and informal institutional factors to analyze what facilitates or hinders the development of entrepreneurial universities. The paper aims to identify these environmental factors through a literature review to help design policies that stimulate universities' entrepreneurial activities and contributions to modern knowledge economies.
This document provides an overview of internationalization strategies for universities in the context of globalization and the knowledge society. It discusses how globalization is driving changes in higher education and research worldwide. Universities are both objects and agents of globalization. The document also examines definitions of internationalization and how internationalization policies and rationales can differ across higher education systems. It proposes mapping individual university approaches to internationalization using the Delta cycle model to assess rationales, strategies, and outcomes. The goal is to help universities develop strategic partnerships, innovation, and changes to remain relevant in the global knowledge society.
IJ SDR 2021 Shaping the Education to Meet the Global Demands Industrial Incl...CINEC Campus
This document discusses shaping university curriculum to meet global demands through industrial inclusiveness. It analyzes how education can transform students' knowledge, skills, and competence to meet changing industry needs in areas like health, IT, engineering and business. As customer preferences and technology evolve rapidly, industries require a skilled workforce with relevant training. The university curriculum can play a key role in vertically integrating education and industry requirements to develop qualified graduates for high-demand jobs. This transformation is needed for countries and firms to maintain competitiveness in today's knowledge-based global economy.
This document discusses three global university networks - the Association of Commonwealth Universities (ACU), the International Association of Universities (IAU), and the Worldwide Universities Network (WUN). It summarizes that these networks were formed to strengthen the capacity of universities to compete and innovate through collaboration. They serve as experimental laboratories to develop and test new concepts that can then be adopted more widely. While not perfect models, they demonstrate new forms of global collaboration in higher education that is rapidly changing and being impacted by various drivers.
Alex. bd higher education across borders a select bibliographyIAU_Past_Conferences
This document provides a summary of references related to cross-border higher education. It begins with an introduction describing the IAU International Bibliographic Database on Higher Education (HEDBIB) that was used to compile the references. The bibliography then presents references organized into four sections: 1) Cross-Border Higher Education: General Issues and Trends, 2) Quality Assessment, Assurance, Enhancement and Accreditation, 3) Policy Frameworks and Regulation, and 4) Globalization, Trade in Education and GATS. The references were selected based on relevance to the conference theme of cross-border higher education and cover publications from 2000-2005, with some earlier influential references also included.
The document discusses the process for requesting writing assistance from HelpWriting.net. It involves 5 steps: 1) creating an account, 2) completing an order form providing instructions and deadline, 3) reviewing writer bids and choosing one, 4) reviewing the completed paper and authorizing payment, 5) requesting revisions to ensure satisfaction. The website promises original, high-quality content and refunds for plagiarized work.
Printable Primary Writing Paper - Printable World HoSabrina Green
A framing carpenter contractor specializes in constructing the skeleton or frame of commercial and residential buildings using wood products like lumber and sheet goods. As one of the first steps in construction, the framer works on-site to erect the frame that will support the building and withstand loads from the roof, walls and other elements. Framing involves spending most of the day working outdoors at a construction site, exposing the framer to various weather conditions that can interrupt work and impact pay if a project is delayed.
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Reframing TVET colleges into 21st century Learning OrganizationsAJHSSR Journal
ABSTRACT: Technical and Vocational Education and Training institutions are a hub for most students who
did not meet the University entry requirements nowadays. There is a need to remove the stereotype that they are
for learners who do not cope with the formal education offered in institutions. It must be taken into account that
TVET colleges offer full curriculum but their focus is on skills development. With the emergence of Artificial
Intelligence, their formation needs a revamp so as to suit the new and changing system of Education. This can
be done by changing the traditional methods of teaching by implementing blended learning and using flip
classroom model. Blended learning is a term increasingly used to describe the way e-learning is being combined
with traditional classroom methods and independent study to create a new, hybrid teaching methodology. It
represents a much greater change in basic technique than simply adding computers to classrooms but it
represents a fundamental change in the way teachers and students approach the learning strategies anywhere. It
has already produced an offshoot called the flipped classroom – that has quickly become a distinct approach of
its own. Flipped classroom model — in which students watch or listen to pre-recorded lectures over the Web,
on their own time rather than during class — liberates instructors to finally make real connections with their
students outside the school times. By focusing into traditional classroom settings like in the olden days,
instructors are supporting the part of the learning process that students really need and are interested in. This
paper intends to deal with the advantages of learning through MOOCs and MOODLE platforms where
learners can learn, respond to questions and collaborate with each other and submit work through remote
platforms. This is where students learn the most by implementing theories they've learned into real-life and to
apply logic when responding to peers around the globe remotely and sharing best practices. This is in
conformity with the types of students we deal with who have a very short listening span and with the fact that
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MA International Education University of Bath assignment (Education in and International Context).
In this assignment I have tried to propose an original idea for helping schools define and measure the degree to which they demonstrate the values of international education.
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This document discusses the changing role of universities in the global economy and debates around university reforms in developing countries like Uruguay. It notes that universities worldwide are undergoing significant changes and are focusing more on issues like industry partnerships, entrepreneurship, and the commercialization of research. For developing nations, building domestic knowledge and problem-solving capacities through universities is seen as important for equitable development, though there is debate around how to implement this and enhance universities' developmental role. The document also discusses Uruguay's experience, noting that while basic science research has thrived there, other fields have been less successful in organizing themselves.
Research on the teaching quality structure of Sino foreign joint university a...inventionjournals
With the Chinese economy’ rising, the development of Sino foreign joint university also rapidly smoothly developed. As one of the few China jointly University, the teaching quality of Xi`an Jiao Tong - Liverpool University (XJTLU) has a typical characteristics of its remarkable advantage. This research through the analysis on the internal structure of its teaching quality, saying that there are three aspects playing very important roles: one is the teaching management system better rely on high efficient but simple functions; second is the research-led training or teaching process can guide teachers, students and teaching itself to stimulate the potential; third is the teaching quality assurance system essentially can effectively guide and control the teaching quality of higher education on the right way. It is proved that the teaching quality orientation system can flexibly adapt to the development of education industry
The necessity of critique in academic development John Hannon
Symposium: Revisiting the mundane to rearticulate the idea of the University, 7th International Academic Identity Conference,
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The article focuses on the study of the digital transformation processes of universities in Türkiye and Kazakhstan. The authors presented the results of a comparative analysis of the digitalization of higher education at a country level; the main stages of digitalization of higher education are considered; the principles of construction and operation of these systems, as well as their common and different features are outlined; current problems of digitalization of higher education in two countries are highlighted. A comparative analysis was carried out based on such criteria as the digital literacy of teachers, the organizational process of digitalization of higher education, and digital literacy among students. A graphical interpretation of the current state of the use of digital technologies in the higher education system at a country level is presented.
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ENHANCEMENT OF UNIVERSITY GRADUATES’ COMPETITIVENESS IN THE FRAMEWORK OF IMPL...IAEME Publication
The modern rapidly changing world requires adequate changes in all areas of the
global economy. These changes are significant in education since it forms the
knowledge, skills, competencies of specialists and the ability to implement them in the
modern environment, ensuring the competitiveness of university graduates both on
domestic and foreign markets. The purpose of this article is to study the advantages
and disadvantages of one form of partnership in education - the networked
educational program. Its advantage lies primarily in the synergistic effect obtained
through the use of all types of partner universities' resources, improving the program
management, attracting teachers from other universities and, as a result, in
increasing the quality of education and enhancing the competitiveness of graduates
from partner universities. An experimental data and materials, and also the main
features of the educational process and its qualitative transformation, providing
dissemination in other universities and educational programs were obtained by
authors during designing, implementing and developing the networked master
program. The content analysis of similar programs implemented in some Russian
universities was used as the research method. As a result of the research, a model for
implementing the networked master program "Entrepreneurship for the Future" was
proposed and tested
Universities are caught in a cycle of reforms imposed by changing political powers, but will need to be agile and responsive to handle rising knowledge demands. However, current universities are far from ready for this challenge. While quality tools are popular, they are not proving effective. A better model is the "Learning Organization" concept, which balances education and management. Implementing this model in schools has been satisfactory. Now universities must find their own way forward based on this model.
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The study aimed to find out the degree of availability of classification criteria for Jordanian universities from the point of view of administrative academics in them, and in order to achieve the objectives of the study, a questionnaire consisting of (42) paragraphs was constructed whose validity and reliability was verified, and it was distributed to the study sample consisting of (141) deans, their deputies and heads of departments in University of Jordan. As it retrieved (100) questionnaires. The results showed that the availability of classification criteria for universities in the University of Jordan as a whole was medium, as the highest was for the sixth field “Results and Achievements” with an arithmetic average of (3.88) and with a high degree of availability, and in the last rank the seventh field “Information and its analysis” with an arithmetic average of (3.12) and a moderate degree of availability. The results showed that there were no statistically significant differences in the overall score indicating the differences in the fields of the university classification criteria according to the job title variable, as well as in the fields of the university classification criteria. The study recommended issuing an introductory yearbook for the University of Jordan and its achievements and enabling leaders at the University of Jordan to undertake strategic planning.
This document summarizes the discussions from Working Group 1 at the RIDRU December 2016 Symposium on reforming higher education in Ukraine. The group discussed lessons from other post-Soviet countries that have undergone educational reform. Reforms typically go through predictable phases including periods of enthusiasm, stabilization, independence, and finally moving from strategy to action. However, structural changes do not necessarily lead to qualitative changes, and reforms take place at different levels over long periods of time requiring patience. Specific challenges to Ukraine's reforms were also noted, but there are signs of hope in growing professional associations and student mobility programs that expose Ukrainians to global best practices.
The document discusses new demands placed on universities and strategies for the future. It notes that universities now have increased strategic roles in research, technology transfer, and education to address globalization and knowledge-based societies. However, there are also obstacles to change, like academic conservatism and resistance to changing roles and structures. The document argues that universities must open towards society to meet new needs while balancing research, education, and innovation as key parts of their mission.
This document summarizes a peer-reviewed article that presents a peer-to-peer support model called the SOAR Centre for developing graduate students' career and employability skills. The SOAR Centre was created in response to pressure on Australian universities to produce research graduates with transferable skills for diverse sectors. It employs graduate students as ambassadors to provide career guidance and resources to their peers. The article describes the establishment and development of the SOAR Centre model, including its organizational structure, profiles of ambassadors and clients served, and the process by which it has evolved over time.
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As Tool for Reformation of University Education in Ukraine.pdf
1. UNIVERSITY RANKINGS AS TOOL FOR REFORMATION OF
UNIVERSITY EDUCATION IN UKRAINE
Sergiy Kurbatov
Centre for Russian and Eurasian Studies, University of Uppsala (SWEDEN)
sergiy.kurbatov@gmail.com
Abstract
The idea of an international university ranking is relatively new, but for a decade now it has been
extremely influential among academics. "Global university rankings have cemented the notion of a
world university market arranged in a single 'league table' for comparative purposes and have given a
powerful impetus to intranational and international competitive pressure in the sector" (Simon
Marginson, Marjik van der Wende, 2007) [1]. Moreover, we think the process of ranking is relevant to
contemporary reality, in which the factor of adequate representation in the informational sphere is
becoming more and more important. The high level of technological and technical development of
human civilization presents numerous challenges to the system of higher education and to each
University in particular. The globalized world needs new model of the University, and the idea of
"World Class Universities" is one response to these challenges. The classical quality criteria of the
WCU, which evaluate teaching and research potential with the addition of social, business, and other
innovative dimensions of University activities, must also be taken into consideration.
The history of Ukrainian University ranking starts in 2000, when the project "Sophia Kyivska" [2] was
established by the International Academy of Personal Management, the Institute of Higher Education
of Academy of Pedagogical Sciences of Ukraine, the Ukrainian Institute of Social Researches and
other academic institutions. It was based mostly on two types of survey: among experts in academic
area and among potential students. Thus, this ranking evaluates mostly the level of attractiveness of
University among different audiences.
Two rankings of Ukrainian Universities, based mostly on internationally recognized standards and
approaches, are "TOP 200 Ukraine", which was developed by the Department of UNESCO -- "High
Technical Education, system analyses and informatics" of National University "KPI" and the Ukrainian
weekly "Mirror of the Week"(2007) [3], and "Compass", which is run and financed by the SCM Group
and Foundation "Development of Ukraine"(2008) [4]. The ranking "TOP 200 Ukraine" was criticized by
Ukrainian researchers (Sergiy Kurbatov, 2007) [5] for its purely formal approaches (for example,
evaluation of international activities mostly through membership in different associations) and for
ignoring some important measurable indicators (for example, number of publications and citations of
faculty members).
This work has received considerable public attention and numerous publications in mass media. We
argue that this process needs to be continued and improved through active international cooperation
and the implementation of internationally recognized principles, like the Berlin Principles (Ying Cheng
and Nian Cai Liu, 2008) [6]. To be sure, international rankings give us a simplified picture of a World
Class University. But without this simple picture it is impossible to identify the main dimensions for
reforming the system of higher education, though it is a simple matter to imitate such reforms. The
"language" of international ranking is now a kind of academic Esperanto, which gives to each
University an opportunity to be a part of the modern globalized University system.
Keywords: University ranking, World Class University, new model of the university.
1 INTRODUCTION
The idea of an international university ranking is relatively new, but for a decade now it has been
extremely influential among academics and other target audiences. "Global university rankings have
cemented the notion of a world university market arranged in a single 'league table' for comparative
purposes and have given a powerful impetus to intranational and international competitive pressure in
the sector" (Marginson, van der Wende, 2007) [1]. Moreover, we think the process of ranking by itself
is relevant to contemporary reality, in which the factor of adequate representation in the informational
sphere is becoming more and more important. A kind of open competition, which is provided through
Proceedings of ICERI2011 Conference.
14th-16th November 2011, Madrid, Spain.
ISBN: 978-84-615-3324-4
004693
2. rankings, makes University life more attractive for public and destroys the effect of “Ivory Tower” with
the relevant elitism. The high level of technological and technical development of human civilization
presents numerous challenges to the system of higher education and to each University in particular.
How to generalize these numerous challenges? How to understand the role and place of University
education in contemporary society, which is often called “knowledge society” or “learning society”
(Valimaa, Hoffman, 2008) [7]? To some extent, University is the central economic and social institution
of this new type of society and this new mission enforces radical transformation of its main forms,
structures and functions.
The globalized world needs new model of the University, and the idea of "World Class University" is
one response to these challenges. “In the past decade, the term “world-class university” has become a
catch phrase, not simply for improving the quality of learning and research in tertiary education but
also, more important, for developing the capacity to compete in the global tertiary education
marketplace through the acquisition, adaptation, and creation of advanced knowledge”(Salmi, 2009)
[8]. The classical quality criteria of the World Class University, which evaluate teaching and research
potential with the addition of social, business, and other innovative dimensions of University activities,
must also be taken into consideration for objective evaluation of adequate University performance.
The "Third Mission of the University" (Patricio Montesinos, Jose Miguel Carot, Juan-Miguel Martinez,
Franco Mora, 2008) [9] could be an excellent start point for the discussion about further modifications
of classical "idea of University"(Jaroslav Pelican, 1992) [10]. University rankings give to national
universities a kind of guidance how to be competitive at global academic market, how to transform
their activities and functions (sometimes at institutional level) in order to be relevant to current
economical and social demands. That is why it is extremely important to introduce decision- makers in
the area of University education to the fundamental principles of creating rankings and their main
indicators.
When we compare different things we need objective criteria, which give us the opportunity to
construct a hierarchical order. It is impossible to compare incompatible, so it is important to have
certain level of consensus among academic community regarding important dimensions of current
university activities. But where we have some specific criteria but remain in ignorance of other
dimensions of University activity, one cannot achieve an objective picture. We have a situation of "the
distillation of complex reality into a limited set of attributes to determine an institution's placement" or
"simplification" (McCormick, 2008) [11]. But any theoretical construction is a kind of simplification of
multi-dimensional reality. In case of Universities we think it is impossible to cover even the most
important dimensions of its activities in a single specific ranking system. However, as the case of the
most influential rankings of world Universities (Academic Ranking of World Universities by the Institute
of Higher Education, Shanghai Jiao Tong University [12], The Times Higher Education World
University Rankings[13], QS World University Rankings [14], Ranking Web of World Universities[15]
and others) shows, we can formulate criteria for evaluation of teaching and research activities. These
criteria (which could be flexible) can then serve as a kind of guidelines for reforming national systems
of higher education. Such a reform is especially important in countries with transitional political and
economic system, like Ukraine. We believe that rankings of world Universities and their criteria can
contribute to clarifying the contemporary vision of the University for Ukrainian University Management,
policy makers and other people, who influence the educational politics here.
2 UNIVERSITY RANKINGS AND UKRAINE
2.1 Ukrainian system of University education
Ukraine has a really developed system of University education. According to the date from State
Statistic Service of Ukraine [16], in February, 2011 our country has 854 higher educational institutions
of the 1-4 level of accreditation, with more than 2491000 students. The number of students in
Ukrainian higher educational institutions increased 2,5 times since 1991, the year when Ukraine
became independent state. The number of the higher educational institutions of the 3-4
th
levels of
accreditation (which could be marked as universities according to Western system of education)
during this period increased from 149 to 349. In 2010 543,7 thousands people graduated from higher
educational institutions and this is four times more, than in 1991. The number of doctoral students
during 1991-2010 increased three times.
Knowledge economy index (KEI) for Ukraine in 2009 was 6,00 and according to it this country has 51
position in the list of 145 countries [17]. Global Competitiveness Report 2010-2011[18] ranked Ukraine
004694
3. as 56
th
with the score 3,9 according to quality of the educational system. According to tertiary
education enrolment rate Ukraine is the 8
th
in the world. At the same time according to GDP per capita
in 2009 Ukraine with 2542 USD was 96
th
in the world. General Global Competitiveness Index ranks
Ukraine as 89
th
country in the world, so we could mention the system of Ukrainian University education
as one of the most competitive in comparison with other components, which were evaluated in this
index. In 2011-2012 [33] according to the General Competitiveness Index Ukraine improved its
position and was 82
nd
country in the world, but according to quality of education system it performs
worse and was 62
nd
with the score 3,82. According to tertiary education enrolment rate Ukraine
become this 7
th
country in the world. According to Human Development Index in 2010 Ukraine was
69
th
country in the world [34].
There were no one Ukrainian university in Academic Ranking of World Universities by the Institute of
Higher Education, Shanghai Jiao Tong University [12], The Times Higher Education World University
Rankings [13] and QS World University Rankings[ 14] in 2010. In 2011 two Ukrainian universities
appear under the number 601+: National Technical University of Ukraine “Kyiv Polytechnic Institute”
and Donetsk National University [14]. In Ranking Web of World Universities [15] among top 12000
world universities in July, 2011 were 137 Ukrainian ones. The best among them were National Taras
Shevchenko University of Kyiv (1321 position), National technical University of Ukraine Kiev
Polytechnic Institute (1325 position), Kharkov National University VN Karazin (1395 position), Ivan
Franko National University of Lviv (1409 position) and Lviv Polytechnic National University (1738
position) [19]. The five top Ukrainian universities on July, 6, 2011 according to SciVerse Scopus
bibliographic database [28] could be observed from the table 1:
Table 1
N University Number of
publications
Number of
citations
h-index
1. Taras Shevchenko National University of
Kyiv
8686 23552 49
2. VN Karazin Kharkiv National University 5312 16632 41
3. Ivan Franko National University of Lviv 3688 11928 33
4. Odessa National University named after
I.I. Mechnikov
2011 5695 31
5. National technical University of Ukraine
“Kyiv Polytechnic Institute”
3445 5157 29
In general, we need to mention that Ukraine have a large University infrastructure, which at the same
time could not perform competitively at global educational market. This is the result of low level of
financial support of R&D activities at University level – total state budget for R&D activities in Ukraine
in 2010 was 465,3 millions USD [29]. Also, the University managers mostly represent the old
generation of academic people and are often in captivity of prejudices and stereotypes of the soviet
times, for example regarding international cooperation. International University rankings could be a
relevant tool for explanation for decision-makers in the system of Ukrainian University education what
are contemporary world-class universities, how they perform and function.
2.2 The main University rankings in Ukraine and their results
Although the process of creation of national University rankings was started in 1983 in the USA, the
first Ukrainian University ranking was established in 2000, when the project "Sophia Kyivska" was
established by the International Academy of Personal Management, the Institute of Higher Education
of Academy of Pedagogical Sciences of Ukraine, the Ukrainian Institute of Social Researches and
other academic institutions [2]. It was based mostly on two types of survey: among experts in
academic area and among potential students. Thus, this ranking evaluates mostly the level of
attractiveness of University among different audiences and had subjective character.
004695
4. In 2006 the process of ranking of Ukrainian Universities was started by the Ministry of Education and
Science of Ukraine [20]. This ranking is based on six criteria: teaching potential; international activity;
the quality of education and the level of research activities among students; material background of
Universities; and scientific research among the faculty. The data for this ranking come from materials
for the accreditation of University by the Ministry, so it is calculated entirely on the basis of formal
criteria.
The idea of ranking also became attractive for our mass media. Since 2007 the Ukrainian journal
"Money" has published its own ranking [21], based on a survey of the most prestigious employers,
who evaluate the graduates of different Ukrainian Universities. In 2007 another popular Ukrainian
journal "Korrespondent" started its own ranking, based on the competition during the admission
process (number of applicants per place) and the opinion of employers about quality of knowledge
among the graduates. Later this ranking began to base on the opinion survey of the largest Ukrainian
employers [22]. Ranking of Ukrainian weekly “Comments” [23], which also based on the opinion
survey of the largest Ukrainian employers, was established in 2010.
Two rankings of Ukrainian Universities, based mostly on internationally recognized standards and
approaches, are "TOP 200 Ukraine" [3], which was developed by the Department of UNESCO -- "High
Technical Education, system analyses and informatics" of National University "KPI" and the Ukrainian
weekly "Mirror of the Week" in 2007, and "COMPASS" [4], which is run and financed by the SCM
Group [24] and Foundation "Development of Ukraine" [25] since 2008.
“TOP 200 Ukraine” in 2011 was calculated according to evaluation of 21 indicators (80%) and opinion
survey among educational experts (20%)[. Its main formula: Integrated Index(II)= Index of Quality of
Teaching and Research Potential of Faculty(IQTRP – 10 indicators)+ Index of Quality of Teaching
(ICT – 4 indicators)+ Index of International Activities (IIA – 7 indicators). The ranking "TOP 200
Ukraine" was criticized by Ukrainian researchers (Sergiy Kurbatov, 2007 [5]) for its purely formal
approaches (for example, evaluation of international activities mostly through membership in different
associations) and for ignoring some important measurable indicators (for example, number of
publications and citations of faculty members). The ten best universities in 2010 according to the
University ranking “TOP 200 Ukraine” [27] are presented in table 2:
Table 2
N University Integrated Index
1. National technical University of Ukraine “Kyiv Polytechnic
Institute”
70, 103
2. Taras Shevchenko National University of Kyiv 69, 97
3. VN Karazin Kharkiv National University 46, 39
4. Bogomolets National Medical University 41, 54
5. National University of “Kyiv-Mohyla Academy” 40, 69
6. National University “Kharkiv Polytechnical Institute” 40, 34
7. National Mining University 35, 13
8. Dnipropetrovsk National University 35, 02
9. National University of Life and Environmental Sciences of
Ukraine
34, 03
10. Kyiv National Economic University named after Vadym
Getman
30, 87
004696
5. As we see, here we have mostly universities from the capital of Ukraine, Kyiv (6 positions, including 2
top), Kharkiv (2 positions) and Dnipropetrovsk (2 positions). Also, we could mark the absence in the
first top of this ranking Ivan Franko National University of Lviv, which is among the top five Ukrainian
universities according to Ranking Web of World Universities and SciVerse Scopus bibliographic
database.
The University ranking “COMPASS”[4] is based on the methodology developed by Kiev International
Institute of Sociology [30], which could be identify as opinion survey among few target groups:
University graduates, employers and experts. This ranking has four main criteria: 1) the level of
satisfaction of education and its implementation in professional life from University graduates (weight
coefficient 0,10); 2) the perception of quality of Ukrainian University education by employers (0,31); 3)
the perception of quality of Ukrainian University education by the experts (0,29) and 4) evaluation of
the level of cooperation between universities and labor market(0,30). For example, 1182 graduates
from 233 Ukrainian universities and representatives of 964 companies participated in survey. The top
Ukrainian universities according to ranking “COMPASS” are presented in table 3:
Table 3
N University Score
1. National technical University of Ukraine “Kyiv Polytechnic Institute” 87
2. Taras Shevchenko National University of Kyiv 81
3. Kyiv National Economic University named after Vadym Getman 53
4. National University of “Kyiv-Mohyla Academy” 46
4. Kyiv National University for Construction and Architecture 45
5. Lviv Polytechnic National University 41
5. Donetsk National Technical University 40
Again, the majority among the seven top Ukrainian universities according to ranking “COMPASS” are
located in Kyiv (5), also one university from Lviv and one from Donetsk are presented. Kharkov
National University VN Karazin, which are among the top tree Ukrainian universities according to
Ranking Web of World Universities and SciVerse Scopus bibliographic database is beyond the top.
2.3 Rankings as a tool for reformation of universities
For creation of theoretical and methodological background for the adequate ranking of Ukrainian
university a special concept was developed in 2009 at the Institute of Higher Education, National
Academy of Pedagogical Sciences of Ukraine under my coordination [31]. According to this concept
the optimal for Ukrainian system of University education ranking could include three main criteria: 1)
quality of teaching; 2) quality of research activities and 3) perception of University among the main
target audiences. The quality of teaching could be calculated according to the following indicators: a)
quality of faculty; b) ratio of students and teachers; c) the level of internationalization among the
faculty and the students and d) the level of informative and technological support of teaching
processes. The quality of research activities includes: a) number of patents by faculty and students; b)
number of publications in leading academic journals; c) index of citing of faculty and d) amount of
grants and other financial resources from external sources per one faculty member. The perception of
University among the main target audiences could be based on: a) the evaluation of the level of
competitiveness of graduates at the labor market by employers; b) evaluation of the quality of teaching
and research activities by students and graduates and c) evaluation of the University by expert in the
area of education.
These three dimensions of activities cover the most important components of the University mission:
teaching, research and the visible presence of University in public sphere as an active and influential
actor (the 3rd mission of the University). So, with the proposed indicators we try to fix important
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6. aspects of all three dimensions. The indicators were selected from different rankings for the purpose
of creation more objective, multi-dimensional ranking system. On the other hand they could give a
clear vision of the ways of reformation and improving of the situation for managers and other policy-
makers in the area of University education. This is especially important for current Ukrainian situation,
because join the TOP of the leading international University ranking for the best Ukrainian universities
was marked in 2010 as an indicator of successful realization of the Program of economic reforms for
2010-2014 by current President of Ukraine Viktor Yanukovych “Prosperous Society, Competitive
Economics and Effective State” [32]. So, the state enforces Ukrainian universities to be much more
sensitive to University ranking’s issue and, as a result, to be more competitive at global educational
market.
3 CONCLUSIONS
We see that international and national University rankings play important role in shaping of
contemporary educational policies. Through their indicators decision makers in the area of University
education could create a kind of vision of the main processes and tendencies at global educational
space. Especially important University rankings are for countries in transition, like Ukraine, which try to
reform their University system according to European and world’s standards. So, the role of University
rankings for such reformative activities is important and crucial for successful development of this
system in future.
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