Pub Date : 2023-06-30DOI: 10.31874/2520-6702-2023-15-66-82
I. Drach, O. Petroye, O. Borodiyenko, I. Reheilo, O. Bazeliuk, N. Bazeliuk, O. Slobodianiuk
The article analyses the theoretical foundations of using artificial intelligence (AI) in higher education. It shows that the AI system as a strategic technology provides many benefits for the lives of people and society as a whole and also symbolises a new stage not only in the history of digital technologies but also on a global scale of development of modern civilisation. The article provides an overview of the policies of European and global organisations, including the United Nations Educational, Scientific and Cultural Organisation (UNESCO), the European Union, the Organisation for Economic Cooperation and Development, the European University Association, etc. on the effective use of AI in everyday life and, in particular, in education. Based on the analysis results, the article systematises ethical principles (human-centred values, governance, transparency, accountability, sustainability, proportionality, confidentiality, safety, security, and inclusiveness) that should be applied in using AI. The SWOT analysis helped identify strengths and weaknesses, opportunities and risks of using AI in higher education. The article examines the regulatory framework for the implementation of AI in the Ukrainian educational area and identifies the peculiarities of AI application in the educational process of higher education institutions. It analyses statistical data for identifying the risks and threats of using AI in HEIs under the Open Science, obtained in 2023 by researchers of the Institute of Higher Education of NAES of Ukraine in the all-Ukrainian survey “Open Science in Higher Education Institutions of Ukraine,” more than 1.5 thousand respondents participated. The article also substantiates practical recommendations for developing and implementing AI in higher education at the national, institutional and individual levels.
{"title":"The Use of Artificial Intelligence in Higher Education","authors":"I. Drach, O. Petroye, O. Borodiyenko, I. Reheilo, O. Bazeliuk, N. Bazeliuk, O. Slobodianiuk","doi":"10.31874/2520-6702-2023-15-66-82","DOIUrl":"https://doi.org/10.31874/2520-6702-2023-15-66-82","url":null,"abstract":"The article analyses the theoretical foundations of using artificial intelligence (AI) in higher education. It shows that the AI system as a strategic technology provides many benefits for the lives of people and society as a whole and also symbolises a new stage not only in the history of digital technologies but also on a global scale of development of modern civilisation. The article provides an overview of the policies of European and global organisations, including the United Nations Educational, Scientific and Cultural Organisation (UNESCO), the European Union, the Organisation for Economic Cooperation and Development, the European University Association, etc. on the effective use of AI in everyday life and, in particular, in education. \u0000Based on the analysis results, the article systematises ethical principles (human-centred values, governance, transparency, accountability, sustainability, proportionality, confidentiality, safety, security, and inclusiveness) that should be applied in using AI. The SWOT analysis helped identify strengths and weaknesses, opportunities and risks of using AI in higher education. The article examines the regulatory framework for the implementation of AI in the Ukrainian educational area and identifies the peculiarities of AI application in the educational process of higher education institutions. It analyses statistical data for identifying the risks and threats of using AI in HEIs under the Open Science, obtained in 2023 by researchers of the Institute of Higher Education of NAES of Ukraine in the all-Ukrainian survey “Open Science in Higher Education Institutions of Ukraine,” more than 1.5 thousand respondents participated. The article also substantiates practical recommendations for developing and implementing AI in higher education at the national, institutional and individual levels.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"15 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122022211","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.31874/2520-6702-2023-15-30-53
V. Lugovyi, O. Slyusarenko, Zhanneta Talanova
In the article, based on summarising the data of the Shanghai rating for 2004-2022, other ratings, the law of increasing steepness of the university's ascent to the top of excellence is formulated. The law determines that the university's approach to the state of highest perfection is accompanied by an increase in the rating steepness (as the difference in scores of neighbouring places) of the upward trajectory. In particular, the average rating steepness for the first ten places of the institutional version of the 2022 Shanghai rating is almost 1000 times higher than this characteristic for the last 100 positions (901-1000) of the rating distribution. The law applies both to institutions as a whole and to individual academic subjects. Empirical and theoretical justifications of the law are provided. The law has a statistical and probabilistic nature, it makes it possible to theoretically predict and practically design the behaviour of both the population and individual universities in their advancement to leadership. Among the consequences of the law is the need for a progressive, exponentially growing concentration of resources (human, organisational, informational, infrastructural, and financial) to generate the university's capacity to achieve the highest mission-appropriate levels of complexity of educational, research, and innovative activities. The law expands the framework of the university science (university studies), is important for the development of a strategy for the development of leading universities of the highest excellence (strategy-2), the implementation of the second dimension of the Bologna process and the European Higher Education Area (competitiveness and attractiveness), is relevant for the post-war recovery of Ukraine from the consequences of the war on an innovative, highly intelligent and high-tech basis.
{"title":"The Law of Increasing the Steepness of the University’s Ascent to the Top of Excellence","authors":"V. Lugovyi, O. Slyusarenko, Zhanneta Talanova","doi":"10.31874/2520-6702-2023-15-30-53","DOIUrl":"https://doi.org/10.31874/2520-6702-2023-15-30-53","url":null,"abstract":"In the article, based on summarising the data of the Shanghai rating for 2004-2022, other ratings, the law of increasing steepness of the university's ascent to the top of excellence is formulated. The law determines that the university's approach to the state of highest perfection is accompanied by an increase in the rating steepness (as the difference in scores of neighbouring places) of the upward trajectory. In particular, the average rating steepness for the first ten places of the institutional version of the 2022 Shanghai rating is almost 1000 times higher than this characteristic for the last 100 positions (901-1000) of the rating distribution. The law applies both to institutions as a whole and to individual academic subjects. Empirical and theoretical justifications of the law are provided. The law has a statistical and probabilistic nature, it makes it possible to theoretically predict and practically design the behaviour of both the population and individual universities in their advancement to leadership. Among the consequences of the law is the need for a progressive, exponentially growing concentration of resources (human, organisational, informational, infrastructural, and financial) to generate the university's capacity to achieve the highest mission-appropriate levels of complexity of educational, research, and innovative activities. The law expands the framework of the university science (university studies), is important for the development of a strategy for the development of leading universities of the highest excellence (strategy-2), the implementation of the second dimension of the Bologna process and the European Higher Education Area (competitiveness and attractiveness), is relevant for the post-war recovery of Ukraine from the consequences of the war on an innovative, highly intelligent and high-tech basis.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"43 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126105433","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.31874/2520-6702-2023-15-94-102
N. Vasynova
The article focuses on the issue of the social role of higher education institutions, in particular in the context of the war of the Russian Federation against Ukraine and in the post-war period. Based on the study of scientific works of domestic and foreign scholars on the research issue, the results of personal developments in this area, as well as the official websites of universities in Western countries, the author analyses the activities of universities in the implementation of social responsibility. The analysis of the world experience in implementing the social responsibility of universities made it possible to identify the peculiarities of this activity, the components of the “social infrastructure” of foreign universities, and the main aspects of popularizing university initiatives on social responsibility. A review of reports posted on university websites on the implementation of the third role made it possible to identify certain problematic issues which experts and scientists are working on, involving students and stakeholders. Based on the results obtained, it is concluded that the reviewed experience of the world's leading universities in terms of their social engagement and implementation of the social function is interesting, useful and necessary for domestic higher education institutions. The author notes that the focus of universities on the identified features and forms of social responsibility, the elaboration of a development strategy for the institution based on them, taking into account the capabilities and goals of a particular university, as well as the specifics of higher education in Ukraine, will allow achieving a positive effect on the reputation of the institution, mobilization of resources, and hence the real economic result, to support the sustainable development of the territorial community and facilitate the process of rebuilding the country in particular. When a higher education institution is managed on the basis of social responsibility, the university has an impact on its stakeholders (internal and external stakeholders), the economy, the external environment, society and the state in particular.
{"title":"World Experience in the Implementation of Social Responsibility of Universities","authors":"N. Vasynova","doi":"10.31874/2520-6702-2023-15-94-102","DOIUrl":"https://doi.org/10.31874/2520-6702-2023-15-94-102","url":null,"abstract":"The article focuses on the issue of the social role of higher education institutions, in particular in the context of the war of the Russian Federation against Ukraine and in the post-war period. Based on the study of scientific works of domestic and foreign scholars on the research issue, the results of personal developments in this area, as well as the official websites of universities in Western countries, the author analyses the activities of universities in the implementation of social responsibility. The analysis of the world experience in implementing the social responsibility of universities made it possible to identify the peculiarities of this activity, the components of the “social infrastructure” of foreign universities, and the main aspects of popularizing university initiatives on social responsibility. A review of reports posted on university websites on the implementation of the third role made it possible to identify certain problematic issues which experts and scientists are working on, involving students and stakeholders. \u0000Based on the results obtained, it is concluded that the reviewed experience of the world's leading universities in terms of their social engagement and implementation of the social function is interesting, useful and necessary for domestic higher education institutions. The author notes that the focus of universities on the identified features and forms of social responsibility, the elaboration of a development strategy for the institution based on them, taking into account the capabilities and goals of a particular university, as well as the specifics of higher education in Ukraine, will allow achieving a positive effect on the reputation of the institution, mobilization of resources, and hence the real economic result, to support the sustainable development of the territorial community and facilitate the process of rebuilding the country in particular. When a higher education institution is managed on the basis of social responsibility, the university has an impact on its stakeholders (internal and external stakeholders), the economy, the external environment, society and the state in particular.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"75 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"116635864","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.31874/2520-6702-2023-15-17-29
O. Tulyakov, A. Tuliakova
The academic management of Sumy State University during the active phase of hostilities with Russia is characterised by the effective implementation of strategic elements. This became the main factor in the stability of the organisation’s development in critical times, which gives grounds for asserting the expediency of using similar strategic experience by other education institutions of Ukraine. The effectiveness of the strategic activities of Sumy State University, in particular, is confirmed by the increase in the volume of enrolments of citizens for the first course in the 2022/23 academic year by 12.2%, compared to last year, by the stability of the functioning of the finance, infrastructure development and resource provision sectors, which are critical for wartime. The positive dynamics of an organisation’s development in critical times is associated with an understanding of strategy in the context of the classical definition, i.e. a general plan for the implementation of a long-term goal in conditions of uncertainty and change. Of particular importance is the practical use of the “strategy kernel” concept developed by the American scientist Richard Rumelt, which consists of three consecutive elements: “diagnosis”, “guiding policy” and “coherent actions”. “Strategy kernel” is characterised by the attributes of universality and necessity. Therefore, the use of such a concept can become a guarantee of the stability of any organisation, including an education institution. In the form of a functional document, the «strategy kernel» concept was implemented in the Strategic Development Plan of Sumy State University for 2020-2026. The correct diagnosis of the problem of the military threat, other diagnostic aspects presented in the SWOT analysis, provided the basis for determining the “guiding policy” in the parts of the vision, mission, principles and values. “Coherent actions” were reflected in the strategic “roadmap” and, in particular, in the practice of stabilising the organisation’s financial condition during the active phase of the war with the Russian Federation. The analysis of the experience of implementing strategic concepts in the management of higher education institutions of Ukraine during the active phase of the war opens up prospects for improving the higher education system of Ukraine as a whole.
{"title":"Implementation of the “Strategy Kernel” Concept in the Management of Sumy State University during the Active Phase of the War with Russia","authors":"O. Tulyakov, A. Tuliakova","doi":"10.31874/2520-6702-2023-15-17-29","DOIUrl":"https://doi.org/10.31874/2520-6702-2023-15-17-29","url":null,"abstract":"The academic management of Sumy State University during the active phase of hostilities with Russia is characterised by the effective implementation of strategic elements. This became the main factor in the stability of the organisation’s development in critical times, which gives grounds for asserting the expediency of using similar strategic experience by other education institutions of Ukraine. The effectiveness of the strategic activities of Sumy State University, in particular, is confirmed by the increase in the volume of enrolments of citizens for the first course in the 2022/23 academic year by 12.2%, compared to last year, by the stability of the functioning of the finance, infrastructure development and resource provision sectors, which are critical for wartime. The positive dynamics of an organisation’s development in critical times is associated with an understanding of strategy in the context of the classical definition, i.e. a general plan for the implementation of a long-term goal in conditions of uncertainty and change. Of particular importance is the practical use of the “strategy kernel” concept developed by the American scientist Richard Rumelt, which consists of three consecutive elements: “diagnosis”, “guiding policy” and “coherent actions”. “Strategy kernel” is characterised by the attributes of universality and necessity. Therefore, the use of such a concept can become a guarantee of the stability of any organisation, including an education institution. In the form of a functional document, the «strategy kernel» concept was implemented in the Strategic Development Plan of Sumy State University for 2020-2026. The correct diagnosis of the problem of the military threat, other diagnostic aspects presented in the SWOT analysis, provided the basis for determining the “guiding policy” in the parts of the vision, mission, principles and values. “Coherent actions” were reflected in the strategic “roadmap” and, in particular, in the practice of stabilising the organisation’s financial condition during the active phase of the war with the Russian Federation. The analysis of the experience of implementing strategic concepts in the management of higher education institutions of Ukraine during the active phase of the war opens up prospects for improving the higher education system of Ukraine as a whole.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"338 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133923552","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.31874/2520-6702-2023-15-5-16
T. Semigina, Yuriy Rashkevych
The domestic practice of assigning professional qualifications, in particular, by higher education institutions (HEIs), varies and indicates inadequate institutional normalisation of this issue. The objective of our research is to characterise the regulatory and actual procedures for assigning professional qualifications in higher education institutions, to outline possible models for taking professional standards into account when developing educational programmes, and to provide recommendations on procedures for assigning professional qualifications. The research was conducted within the framework of the social constructivist approach and is based on the results of document analysis. The analysis of changes in educational and labour legislation, implemented in 2022, gave grounds to determine the following aspects: the assignment of professional qualifications is possible if there is an occupational standard; the name of the professional qualification is defined in the occupational standard; all learning outcomes/competences stipulated by the occupational standard should be included in the educational programme, in case of partial qualification, the educational programme should specify the specific job function or job functions defined by the occupational standard. The current practice of assigning professional qualifications does not meet these expectations and is characterised by non-systematic and inconsistency, the co-existence of different requirements for the assignment of such qualifications by qualification centres, professional associations, and HEIs. The paper presents two models of implementation of the occupational standards requirements in educational programmes: the first for broad educational specialties, the second for relatively narrow ones (with a few occupational standards per specialty). The paper concludes with recommendations on the normalisation of the process of assigning professional qualifications of HEIs at the micro-level (educational programmes), at the level of HEIs, at the meso-level, as well as at the macrolevel.
{"title":"Problem Issues and Models of Professional Qualifications Assignment by Higher Education Institutions","authors":"T. Semigina, Yuriy Rashkevych","doi":"10.31874/2520-6702-2023-15-5-16","DOIUrl":"https://doi.org/10.31874/2520-6702-2023-15-5-16","url":null,"abstract":"The domestic practice of assigning professional qualifications, in particular, by higher education institutions (HEIs), varies and indicates inadequate institutional normalisation of this issue. The objective of our research is to characterise the regulatory and actual procedures for assigning professional qualifications in higher education institutions, to outline possible models for taking professional standards into account when developing educational programmes, and to provide recommendations on procedures for assigning professional qualifications. The research was conducted within the framework of the social constructivist approach and is based on the results of document analysis. \u0000The analysis of changes in educational and labour legislation, implemented in 2022, gave grounds to determine the following aspects: the assignment of professional qualifications is possible if there is an occupational standard; the name of the professional qualification is defined in the occupational standard; all learning outcomes/competences stipulated by the occupational standard should be included in the educational programme, in case of partial qualification, the educational programme should specify the specific job function or job functions defined by the occupational standard. \u0000The current practice of assigning professional qualifications does not meet these expectations and is characterised by non-systematic and inconsistency, the co-existence of different requirements for the assignment of such qualifications by qualification centres, professional associations, and HEIs. \u0000The paper presents two models of implementation of the occupational standards requirements in educational programmes: the first for broad educational specialties, the second for relatively narrow ones (with a few occupational standards per specialty). \u0000The paper concludes with recommendations on the normalisation of the process of assigning professional qualifications of HEIs at the micro-level (educational programmes), at the level of HEIs, at the meso-level, as well as at the macrolevel.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"28 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125131455","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.31874/2520-6702-2023-15-54-65
O. Petroye
The article is devoted to highlighting of the evolution of theoretical approaches and identification of ways to ensure the responsibility of university research activities in the context of the implementation of the Open Science concept. The author analyses the EU policy documents in the field of Responsible Research and Innovation and Open Science, and justifies the need to strengthen the responsibility of university research activities in the context of implementation of Open Science standards in the national research space to fulfil the tasks set out in the National Open Science Plan. The author considers the results of case studies of domestic and foreign, primarily European, scholars and shows that a characteristic feature of the current evolutionary stage of theoretical interpretations of the problem of responsibility of research activity is its development within the framework of the RRI concept, which is considered in the EU as a transformational, critical and radical concept. The author substantiates the expediency of applying the systemic RRI concept for the formation and implementation of policies to strengthen the responsibility of research activities of Ukrainian universities. The author highlights the advantages of this concept, which are that it combines academic procedural and political approaches to RRI, covers the key components of RRI (public engagement, open access, science education, gender, ethics and governance), and provides for the assessment of RRI conditions and processes (expectations, reflexivity, inclusion and sensitivity). The author focuses special attention on highlighting the “Societal Readiness Thinking Tool” regarding the use of its potential to promote the RRI concept, formulate and actively implement RRI policies in Ukrainian HEIs to ensure their integration into the ERA of responsible research and open science. This article is based on the results of the author’s previous research, which were obtained within the framework of the academic research of the Universities’ Research Activities Unit at the Institute of Higher Education of the National Academy of Educational Sciences of Ukraine on the topic “Increasing the Research Capacity of Ukrainian Universities in the Conditions of War and Post-war Recovery in the Context of Implementing the Open Science Concept” (State Registration No. 0122U200775).
{"title":"Evolution of Theoretical Approaches and Ways to Ensure the Responsibility of University Research Activities in the Context of Implementing the “Open Science” Concept","authors":"O. Petroye","doi":"10.31874/2520-6702-2023-15-54-65","DOIUrl":"https://doi.org/10.31874/2520-6702-2023-15-54-65","url":null,"abstract":"The article is devoted to highlighting of the evolution of theoretical approaches and identification of ways to ensure the responsibility of university research activities in the context of the implementation of the Open Science concept. The author analyses the EU policy documents in the field of Responsible Research and Innovation and Open Science, and justifies the need to strengthen the responsibility of university research activities in the context of implementation of Open Science standards in the national research space to fulfil the tasks set out in the National Open Science Plan. The author considers the results of case studies of domestic and foreign, primarily European, scholars and shows that a characteristic feature of the current evolutionary stage of theoretical interpretations of the problem of responsibility of research activity is its development within the framework of the RRI concept, which is considered in the EU as a transformational, critical and radical concept. The author substantiates the expediency of applying the systemic RRI concept for the formation and implementation of policies to strengthen the responsibility of research activities of Ukrainian universities. The author highlights the advantages of this concept, which are that it combines academic procedural and political approaches to RRI, covers the key components of RRI (public engagement, open access, science education, gender, ethics and governance), and provides for the assessment of RRI conditions and processes (expectations, reflexivity, inclusion and sensitivity). \u0000The author focuses special attention on highlighting the “Societal Readiness Thinking Tool” regarding the use of its potential to promote the RRI concept, formulate and actively implement RRI policies in Ukrainian HEIs to ensure their integration into the ERA of responsible research and open science. \u0000This article is based on the results of the author’s previous research, which were obtained within the framework of the academic research of the Universities’ Research Activities Unit at the Institute of Higher Education of the National Academy of Educational Sciences of Ukraine on the topic “Increasing the Research Capacity of Ukrainian Universities in the Conditions of War and Post-war Recovery in the Context of Implementing the Open Science Concept” (State Registration No. 0122U200775).","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"23 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125943754","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.31874/2520-6702-2023-15-103-112
K. Tryma
The impact of modern digital technologies on the forms and methods of teaching in a modern university has been analysed. The characteristics of massive online open courses are described: they are regarded as a part of the digital and educational environment of a modern university, as well as a universal form of communication between society and the institution. The experience of Zentrums für Hochschullehre (Ukrainian analogue — a teacher training centre), whose employees create massive online courses, is described with the help of general scientific methods and the interview method. The factors that influenced the need to develop massive online courses at the university are substantiated and the philosophy of the university regarding massive online courses is characterised as an opportunity to attract a wide range of students, including potential applicants, who want to receive high-quality modern education. Also, the functions of the team that creates massive open courses are characterised. In the example of the case study of the University of Bayreuth, namely the course “Cellular Polymers”, the production cycle of creating massive open online courses, which consists of eight stages and takes from 8-10 months to a year, is examined in detail. Difficulties that may arise when creating massive open online courses are highlighted. The results of the internal audit of Zentrums für Hochschullehre to determine the effectiveness of massive online courses and the results of the author’s research on the perception of massive online courses by Ukrainian students are described. The interest of young people in taking such courses is proven, and typical problems that arise during training are presented (lack of motivation to complete the course, insufficient knowledge of the language, complex interface of the educational platform, etc.). It is proposed to gradually introduce massive open online courses into the activities of Ukrainian universities, primary recommendations are provided for those teachers who personally want to initiate the process of creating open online courses.
分析了现代数字技术对现代大学教学形式和教学方法的影响。描述了大规模在线公开课程的特点:它们被视为现代大学数字和教育环境的一部分，以及社会与机构之间的普遍交流形式。Zentrums f r Hochschullehre(乌克兰类似的教师培训中心)的经验，其员工创建了大量的在线课程，在一般科学方法和访谈方法的帮助下进行了描述。影响在大学开设大规模在线课程的因素得到证实，大学关于大规模在线课程的理念被认为是吸引广泛的学生的机会，包括潜在的申请人，他们希望接受高质量的现代教育。此外，创建大型开放课程的团队的功能也很有特色。以拜罗伊特大学的案例研究为例，即“Cellular Polymers”课程，详细研究了创建大规模开放在线课程的生产周期，该课程由八个阶段组成，耗时8-10个月至一年不等。强调了创建大规模在线开放课程时可能出现的困难。描述了Zentrums f r Hochschullehre内部审计的结果，以确定大规模在线课程的有效性，以及作者对乌克兰学生对大规模在线课程的感知的研究结果。证明了年轻人对这类课程的兴趣，同时也展示了培训过程中出现的典型问题(缺乏完成课程的动力、语言知识不足、教育平台界面复杂等)。建议逐步将大规模开放在线课程引入乌克兰大学的活动中，为那些个人想要启动创建开放在线课程过程的教师提供主要建议。
{"title":"Designing and creating MOOCs: the experience of the University of Bayreuth","authors":"K. Tryma","doi":"10.31874/2520-6702-2023-15-103-112","DOIUrl":"https://doi.org/10.31874/2520-6702-2023-15-103-112","url":null,"abstract":"The impact of modern digital technologies on the forms and methods of teaching in a modern university has been analysed. The characteristics of massive online open courses are described: they are regarded as a part of the digital and educational environment of a modern university, as well as a universal form of communication between society and the institution. \u0000The experience of Zentrums für Hochschullehre (Ukrainian analogue — a teacher training centre), whose employees create massive online courses, is described with the help of general scientific methods and the interview method. The factors that influenced the need to develop massive online courses at the university are substantiated and the philosophy of the university regarding massive online courses is characterised as an opportunity to attract a wide range of students, including potential applicants, who want to receive high-quality modern education. Also, the functions of the team that creates massive open courses are characterised. \u0000In the example of the case study of the University of Bayreuth, namely the course “Cellular Polymers”, the production cycle of creating massive open online courses, which consists of eight stages and takes from 8-10 months to a year, is examined in detail. Difficulties that may arise when creating massive open online courses are highlighted. \u0000The results of the internal audit of Zentrums für Hochschullehre to determine the effectiveness of massive online courses and the results of the author’s research on the perception of massive online courses by Ukrainian students are described. The interest of young people in taking such courses is proven, and typical problems that arise during training are presented (lack of motivation to complete the course, insufficient knowledge of the language, complex interface of the educational platform, etc.). \u0000It is proposed to gradually introduce massive open online courses into the activities of Ukrainian universities, primary recommendations are provided for those teachers who personally want to initiate the process of creating open online courses.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123891870","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.31874/2520-6702-2023-15-smart-pl
S. Kalashnikova, I. Vlasova, O. Palamarchuk, M. Debych, O. Lytovchenko, Madli Krispin, Geert De Lepeleer, M. Mazurkiewicz, O. Oseredchuk, T. Sulyma, O. Muradyan, T. Hovorushchenko, M. Maksymov, I. Drach, Olena Orzhel, O. Slyusarenko, Yevheniia Revenko
The Report is prepared on the basis of the information received from three European universities – the Project’s partners (including information from the universities’ websites) about the practices of personalised learning (PL); and the information from six Ukrainian universities – the Project’s partners (including surveys of staff and students) to describe the current state/situation, to understand the existing gaps and to define the tasks for the process of implementing the Project. Information about the European universities presents their achievements in the realisation of PL in higher education, including the following directions: PL model; Institutional policies and PL; Infrastructure, environment, tools etc. for PL; QA system and PL; Students and PL; University teachers and PL; Management and PL; Inclusion in the education process. Information on Ukrainian universities has two parts: the 1st – General questions about implementing PL in the university; the 2nd – Questionnaire for surveying staff and students. The Conclusions that are finalising the publication have a practical orientation.
{"title":"Benchmarking of the European and Ukrainian Practice of Applying a Personalised Approach to Learning","authors":"S. Kalashnikova, I. Vlasova, O. Palamarchuk, M. Debych, O. Lytovchenko, Madli Krispin, Geert De Lepeleer, M. Mazurkiewicz, O. Oseredchuk, T. Sulyma, O. Muradyan, T. Hovorushchenko, M. Maksymov, I. Drach, Olena Orzhel, O. Slyusarenko, Yevheniia Revenko","doi":"10.31874/2520-6702-2023-15-smart-pl","DOIUrl":"https://doi.org/10.31874/2520-6702-2023-15-smart-pl","url":null,"abstract":"The Report is prepared on the basis of the information received from three European universities – the Project’s partners (including information from the universities’ websites) about the practices of personalised learning (PL); and the information from six Ukrainian universities – the Project’s partners (including surveys of staff and students) to describe the current state/situation, to understand the existing gaps and to define the tasks for the process of implementing the Project. Information about the European universities presents their achievements in the realisation of PL in higher education, including the following directions: PL model; Institutional policies and PL; Infrastructure, environment, tools etc. for PL; QA system and PL; Students and PL; University teachers and PL; Management and PL; Inclusion in the education process. Information on Ukrainian universities has two parts: the 1st – General questions about implementing PL in the university; the 2nd – Questionnaire for surveying staff and students. The Conclusions that are finalising the publication have a practical orientation.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"20 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"124400303","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.31874/2520-6702-2023-15-113-134
Fellix Wahyu Pratama, Muhammad Nur Wangid, Gendon Barus
Self-leadership ability research aims to determine self-leadership ability in students who are active and not actively participating in organizational activities by identifying the points of measurement of self-leadership ability in students between batches of USD Guidance and Counseling study program class of 2017-2020. The phenomenon of student behavior shows indications of problems with weak self-leadership that differ between active students and not actively participating in organizational activities. The influence of organizational activity is an opportunity for self-development, but the problem of student activity units as a means of organizing only reaches a few interested students, causing whether there is a difference in student self-leadership abilities that are influenced by organizational activity. Research shows that previous journals only focused on interpersonal communication skills, while this study looked broadly at aspects that influence the development of self-leadership abilities through organizational activity. This study uses a type of comparative descriptive research with questionnaires as an instrument for collecting data in research. The subjects of the study were students of the Guidance and Counseling Study Program of Sanata Dharma University Yogyakarta class of 2017-2020 totaling 210 students. It was revealed that there is no difference in self-leadership ability in students of the USD Guidance and Counseling study program class of 2017-2020 in terms of organizational activity with a p-value of 0.522 > 0.05. This research can be developed more broadly on the theme of organizational experience, self-leadership development, internship programs, and academic achievement results.
{"title":"Student Self-Leadership Ability Reviewed from Student Organization Activity in Indonesia","authors":"Fellix Wahyu Pratama, Muhammad Nur Wangid, Gendon Barus","doi":"10.31874/2520-6702-2023-15-113-134","DOIUrl":"https://doi.org/10.31874/2520-6702-2023-15-113-134","url":null,"abstract":"Self-leadership ability research aims to determine self-leadership ability in students who are active and not actively participating in organizational activities by identifying the points of measurement of self-leadership ability in students between batches of USD Guidance and Counseling study program class of 2017-2020. \u0000The phenomenon of student behavior shows indications of problems with weak self-leadership that differ between active students and not actively participating in organizational activities. The influence of organizational activity is an opportunity for self-development, but the problem of student activity units as a means of organizing only reaches a few interested students, causing whether there is a difference in student self-leadership abilities that are influenced by organizational activity. \u0000Research shows that previous journals only focused on interpersonal communication skills, while this study looked broadly at aspects that influence the development of self-leadership abilities through organizational activity. \u0000This study uses a type of comparative descriptive research with questionnaires as an instrument for collecting data in research. The subjects of the study were students of the Guidance and Counseling Study Program of Sanata Dharma University Yogyakarta class of 2017-2020 totaling 210 students. \u0000It was revealed that there is no difference in self-leadership ability in students of the USD Guidance and Counseling study program class of 2017-2020 in terms of organizational activity with a p-value of 0.522 > 0.05. \u0000This research can be developed more broadly on the theme of organizational experience, self-leadership development, internship programs, and academic achievement results.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"133732467","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2023-06-30DOI: 10.31874/2520-6702-2023-15-83-93
S. Kostiuchkov
The article substantiates the relevance of the formation of social engineering skills in the process of Master’s Degree training in the “Social Work” specialty in the context of public demand for specialists capable of projecting socio-political reality. The role of education, which in modern conditions is understood not only as a means of learning and assimilation of the surrounding world, but much more widely — as an inexhaustible source of generation of civilizational meanings of spiritual and physical existence, is studied. The role of the labour market as an indicator of the quality of training of specialists is shown, the competitiveness of which depends on the ability to quickly adapt to new conditions of production, the availability of appropriate professional and qualification potential and knowledge, which, under favourable socio-political and economic conditions, will provide an opportunity to effectively invest them in the development of the intellectual capital of society. The impact of the processes of globalization, democratization, and technologization of society on the actualization of fundamentally new, adequate to the challenges of the times, requirements for the training of specialists at the Master’s Degree has been revealed. It is pointed out the need for scientific substantiation of the intellectual and creative modus operandi of a Master’s Degree student and his personal and professional subjectivity as a key condition for further successful professional activity. It has been established that in the process of Master’s Degree training in the “Social Work” specialty, modern social trends in the construction and functioning of professional training systems are reflected, in particular, humanization, technologization, and internationalization of education. It is emphasized that the formation of social engineering skills, which is an integral part of the state-building discourse in the current domestic conditions, is an important component of the professional training of Master’s in the “Social Work” specialty in modern domestic conditions. Emphasized: social engineering in the context of the construction of socio-political reality makes it possible to design the technology of interdisciplinary research of a specific object using the procedure of building its ideal model by representing qualitative characteristics. Such an object can be a state structure, a civil society institute, a branch of a political party, a local self-government structure, etc. Key positions of foreign and domestic researchers regarding social engineering in its constructive connotation are highlighted
{"title":"Development of Social Engineering Skills during Master’s Degree Training in Specialty “Social Work”","authors":"S. Kostiuchkov","doi":"10.31874/2520-6702-2023-15-83-93","DOIUrl":"https://doi.org/10.31874/2520-6702-2023-15-83-93","url":null,"abstract":"The article substantiates the relevance of the formation of social engineering skills in the process of Master’s Degree training in the “Social Work” specialty in the context of public demand for specialists capable of projecting socio-political reality. The role of education, which in modern conditions is understood not only as a means of learning and assimilation of the surrounding world, but much more widely — as an inexhaustible source of generation of civilizational meanings of spiritual and physical existence, is studied. The role of the labour market as an indicator of the quality of training of specialists is shown, the competitiveness of which depends on the ability to quickly adapt to new conditions of production, the availability of appropriate professional and qualification potential and knowledge, which, under favourable socio-political and economic conditions, will provide an opportunity to effectively invest them in the development of the intellectual capital of society. The impact of the processes of globalization, democratization, and technologization of society on the actualization of fundamentally new, adequate to the challenges of the times, requirements for the training of specialists at the Master’s Degree has been revealed. It is pointed out the need for scientific substantiation of the intellectual and creative modus operandi of a Master’s Degree student and his personal and professional subjectivity as a key condition for further successful professional activity. It has been established that in the process of Master’s Degree training in the “Social Work” specialty, modern social trends in the construction and functioning of professional training systems are reflected, in particular, humanization, technologization, and internationalization of education. It is emphasized that the formation of social engineering skills, which is an integral part of the state-building discourse in the current domestic conditions, is an important component of the professional training of Master’s in the “Social Work” specialty in modern domestic conditions. Emphasized: social engineering in the context of the construction of socio-political reality makes it possible to design the technology of interdisciplinary research of a specific object using the procedure of building its ideal model by representing qualitative characteristics. Such an object can be a state structure, a civil society institute, a branch of a political party, a local self-government structure, etc. Key positions of foreign and domestic researchers regarding social engineering in its constructive connotation are highlighted","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":"52 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2023-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130003506","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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