Pub Date : 2021-12-20DOI: 10.31874/2520-6702-2021-12-2-35-52
V. Lugovyi, O. Slyusarenko, Zhanneta Talanova
In the article, the tendency to the formation of two strategies for higher education development in view of its quality was justified based on the authors’ fundamental research, new empirical data, modern world experience. The first strategy is to ensure the minimum sufficient quality of higher education, the second – to achieve the maximum perfect quality. Both strategies naturally anticipate and organically complement each other and are a powerful source of development in its synergy (dichotomous unity and struggle of opposites). Strategy-1 is based on mass standardized practice and accreditation mechanisms for ensuring threshold quality, strategy-2 is based on breakthrough innovations and ranking mechanisms for monitoring and motivating continuous quality improvement to its top levels. Progressive countries de facto make full use of both University development strategies. First, weak / backward higher education institutions (HEIs) are being tightened or cut off, in particular through the implementation of standards and recommendations, accreditation procedures within the framework of the Bologna Process. Second, in the intensifying competition, the best institutions are promoted to the level of the sub-world, world-class, including the extra class, using ranking mechanisms for assessing achievements as well as special initiatives of significant concentration and strong support of leading institutions in national policies and practices. The experience of the establishment and operation of the Ukrainian National Agency for Quality Assurance in Higher Education shows that so far, it focused de jure and de facto only on the first strategy, which is insufficient. At the same time, Ukraine lacks the implementation of strategy-2, primarily due to the lack of appropriate legislation, in particular, legislation on the implementation of the national HEIs ranking on the methodological basis of the Shanghai ranking (objectivity, transparency, validity, reliability, etc.). Direct use of leading international University rankings (Shanghai, Times, QS) is impossible due to the lack of world-class Universities (in the top 500 group) and sub-world-class ones (group 501-1000) according to the Shanghai ranking, the so-called candidates in world-class Universities, in Ukraine. According to the latest versions of the Times and QS rankings, Ukrainian HEIs positions have generally deteriorated. Regarding the Shanghai ranking 2021, Ukraine is not represented at all among 63 countries / territories in the general version as well as among 93 countries / territories in the sectoral version in 54 academic subject areas. As a result, the gap between Ukrainian Universities and the world's leading HEIs continues to widen. Recommendations for the immediate formation and implementation of strategy-2 for the higher education development in Ukraine are provided.
{"title":"Two strategies for the higher education development: which from its does for Ukraine lack?","authors":"V. Lugovyi, O. Slyusarenko, Zhanneta Talanova","doi":"10.31874/2520-6702-2021-12-2-35-52","DOIUrl":"https://doi.org/10.31874/2520-6702-2021-12-2-35-52","url":null,"abstract":"In the article, the tendency to the formation of two strategies for higher education development in view of its quality was justified based on the authors’ fundamental research, new empirical data, modern world experience. The first strategy is to ensure the minimum sufficient quality of higher education, the second – to achieve the maximum perfect quality. Both strategies naturally anticipate and organically complement each other and are a powerful source of development in its synergy (dichotomous unity and struggle of opposites). Strategy-1 is based on mass standardized practice and accreditation mechanisms for ensuring threshold quality, strategy-2 is based on breakthrough innovations and ranking mechanisms for monitoring and motivating continuous quality improvement to its top levels. Progressive countries de facto make full use of both University development strategies. First, weak / backward higher education institutions (HEIs) are being tightened or cut off, in particular through the implementation of standards and recommendations, accreditation procedures within the framework of the Bologna Process. Second, in the intensifying competition, the best institutions are promoted to the level of the sub-world, world-class, including the extra class, using ranking mechanisms for assessing achievements as well as special initiatives of significant concentration and strong support of leading institutions in national policies and practices. The experience of the establishment and operation of the Ukrainian National Agency for Quality Assurance in Higher Education shows that so far, it focused de jure and de facto only on the first strategy, which is insufficient. \u0000At the same time, Ukraine lacks the implementation of strategy-2, primarily due to the lack of appropriate legislation, in particular, legislation on the implementation of the national HEIs ranking on the methodological basis of the Shanghai ranking (objectivity, transparency, validity, reliability, etc.). Direct use of leading international University rankings (Shanghai, Times, QS) is impossible due to the lack of world-class Universities (in the top 500 group) and sub-world-class ones (group 501-1000) according to the Shanghai ranking, the so-called candidates in world-class Universities, in Ukraine. According to the latest versions of the Times and QS rankings, Ukrainian HEIs positions have generally deteriorated. Regarding the Shanghai ranking 2021, Ukraine is not represented at all among 63 countries / territories in the general version as well as among 93 countries / territories in the sectoral version in 54 academic subject areas. As a result, the gap between Ukrainian Universities and the world's leading HEIs continues to widen. Recommendations for the immediate formation and implementation of strategy-2 for the higher education development in Ukraine are provided.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125531848","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 : 2021-12-20DOI: 10.31874/2520-6702-2021-12-2-22-34
Tatyana Pismenkova, K. Ziborov
The article investigates the use of design thinking techniques with the help of modern technical means to improve the quality of training of masters of technical specialities. The relevance of the study is based on the changes in society, which require a system of training of technical specialities in higher education institutions to respond quickly and flexibly to the changes in the ideology of the consumer "products" of this system, of the developer and manufacturer of the final product. Based on WEF's analytical conclusions on the labour market, the authors of the article propose to develop skills in the training of Masters in technical specialities that will allow them to restructure their way of thinking and more effectively integrate into modern production. On the example of consideration of the structure of the educational program of masters "Industrial aesthetics and certification of production equipment" initiated in NTU "Dnipro University of Technology" and comparison with the requirements of the approved Standard of higher education in 132 Materials for Master level, the authors advise to apply and actively develop creativity, originality of thinking, ability to persuade and negotiate, using the method of design thinking of the students. It is this approach that forms for Masters a paradigm of perception and change to the surrounding harmonious subject environment, which allows considering the relationships and interactions within such an environment. The approved Standard of higher education in the speciality 132 Materials Science allows forming the content of the educational program, which provides the formation of stages of design thinking. Construction of training considering the methodology of design thinking is associated with the creation of conditions of immersion in the subject area, continuous interaction with the "conditional customer", organization of teamwork, development of students' competencies in presenting solutions in the form of visual images based on information technologies with the use of active teaching methods in all their diversity and complexity. This contributes to the formation of students' valuable communication skills, entrepreneurship, public speaking skills, obtained in the process of solving real problems that came from the external environment. As a result, students acquire practical skills, abilities and experience that will be in demand in their further educational and professional activities.
{"title":"Development of design thinking - a modern view on the training of masters of technical specialties on the experience Dnipro University of Technology","authors":"Tatyana Pismenkova, K. Ziborov","doi":"10.31874/2520-6702-2021-12-2-22-34","DOIUrl":"https://doi.org/10.31874/2520-6702-2021-12-2-22-34","url":null,"abstract":"The article investigates the use of design thinking techniques with the help of modern technical means to improve the quality of training of masters of technical specialities. The relevance of the study is based on the changes in society, which require a system of training of technical specialities in higher education institutions to respond quickly and flexibly to the changes in the ideology of the consumer \"products\" of this system, of the developer and manufacturer of the final product. \u0000Based on WEF's analytical conclusions on the labour market, the authors of the article propose to develop skills in the training of Masters in technical specialities that will allow them to restructure their way of thinking and more effectively integrate into modern production. On the example of consideration of the structure of the educational program of masters \"Industrial aesthetics and certification of production equipment\" initiated in NTU \"Dnipro University of Technology\" and comparison with the requirements of the approved Standard of higher education in 132 Materials for Master level, the authors advise to apply and actively develop creativity, originality of thinking, ability to persuade and negotiate, using the method of design thinking of the students. It is this approach that forms for Masters a paradigm of perception and change to the surrounding harmonious subject environment, which allows considering the relationships and interactions within such an environment. \u0000The approved Standard of higher education in the speciality 132 Materials Science allows forming the content of the educational program, which provides the formation of stages of design thinking. Construction of training considering the methodology of design thinking is associated with the creation of conditions of immersion in the subject area, continuous interaction with the \"conditional customer\", organization of teamwork, development of students' competencies in presenting solutions in the form of visual images based on information technologies with the use of active teaching methods in all their diversity and complexity. \u0000This contributes to the formation of students' valuable communication skills, entrepreneurship, public speaking skills, obtained in the process of solving real problems that came from the external environment. As a result, students acquire practical skills, abilities and experience that will be in demand in their further educational and professional activities.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126711078","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 : 2021-12-20DOI: 10.31874/2520-6702-2021-12-2-170-185
T. Andrienko, Vlad Genin, Marko Nino
The research of the educators’ perspectives on online learning of undergraduate, graduate and doctoral students of public/ business administration conducted in the USA, Ukraine and a number of Asian countries, performed via mixed methodology combining qualitative (interviews and survey) and quantitative research methods, revealed general tendencies in the educators’ perceptions of losses and gains of online education. The prevalence of positive overall assessments, as well as numerous gains and opportunities for teachers and students show the prospects of online education development, specifically for working adults. The major benefits of learning online for the students include developing online communication and collaboration skills, teambuilding and teamworking skills, along with more opportunities to get education abroad without leaving their countries and interrupting jobs. For the faculty modern interactive and integrated online modality opens more opportunities for professional development as well as flexibility of schedules, savings on time and resources and ultimately better work/life balance. The analysis of problems in online learning revealed areas that require special attention of the educational institutions as well as educators, such as: creating the institutional basis for adapting the syllabi and developing new approaches to online teaching; providing the platforms for training and professional development; supporting the creation and development of multimodal instructional materials; introducing students’ learning outcomes testing methodologies which allow measuring the students’ progress and professional competences, skills and attitudes without close monitoring of their use of resources. With technological innovations, multimedia and interactive teaching tools, real-time learning tests and quizzes, online hides a huge potential for moving educational technologies and methodology to a new quality level, enriching onsite and hybrid modalities with new content and tools.
{"title":"Gains and losses in online learning of public and business administration students during COVID 19 pandemic: the educators’ perspective","authors":"T. Andrienko, Vlad Genin, Marko Nino","doi":"10.31874/2520-6702-2021-12-2-170-185","DOIUrl":"https://doi.org/10.31874/2520-6702-2021-12-2-170-185","url":null,"abstract":"The research of the educators’ perspectives on online learning of undergraduate, graduate and doctoral students of public/ business administration conducted in the USA, Ukraine and a number of Asian countries, performed via mixed methodology combining qualitative (interviews and survey) and quantitative research methods, revealed general tendencies in the educators’ perceptions of losses and gains of online education. The prevalence of positive overall assessments, as well as numerous gains and opportunities for teachers and students show the prospects of online education development, specifically for working adults. The major benefits of learning online for the students include developing online communication and collaboration skills, teambuilding and teamworking skills, along with more opportunities to get education abroad without leaving their countries and interrupting jobs. For the faculty modern interactive and integrated online modality opens more opportunities for professional development as well as flexibility of schedules, savings on time and resources and ultimately better work/life balance. The analysis of problems in online learning revealed areas that require special attention of the educational institutions as well as educators, such as: creating the institutional basis for adapting the syllabi and developing new approaches to online teaching; providing the platforms for training and professional development; supporting the creation and development of multimodal instructional materials; introducing students’ learning outcomes testing methodologies which allow measuring the students’ progress and professional competences, skills and attitudes without close monitoring of their use of resources. With technological innovations, multimedia and interactive teaching tools, real-time learning tests and quizzes, online hides a huge potential for moving educational technologies and methodology to a new quality level, enriching onsite and hybrid modalities with new content and tools.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127530111","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 : 2021-12-20DOI: 10.31874/2520-6702-2021-12-2-186-200
M. Boichenko
The ethical responsibility of universities is embodied in the responsibility of university stakeholders who ensure the functioning of universities as social organizations designed to provide higher education. The research methodology consists of the theory of social systems, which includes institutional analysis, philosophy of communication and subordinate special methods, such as document analysis, value and functional analysis. Ethical responsibility of universities is specified in the specifics of the regulatory framework of ethical responsibility, educational vocation, ethics of responsibility, institutional principles of ethics of responsibility, the relationship of political and academic independence, academic freedom as a prerequisite for ethical responsibility of universities and their representatives. Ethical responsibility involves the acceptance by a person of moral and ethical norms – both universal academic ethical norms and moral and ethical norms adopted in the academic community of a particular university. Such acceptance presupposes both the recognition by the individual of certain academic values and academic virtues, and the responsibility for the consequences of his activity or inaction as a representative of the university or a participant in the organization of its functioning. This includes both compliance with the statutory norms of the university and compliance with a wider range of ethical norms – from universalist ethical norms to those recorded in international and domestic official documents governing activities and communication in the academic sphere. The article analyzes the main normative documents available in Ukraine and Europe, which regulate ethical responsibility in the educational sphere, also considers the specifics of university stakeholders and identifies the political component of ethical responsibility of universities in comparison with the responsibility of think tanks.
{"title":"Ethical responsibility of universities: legal, social and political dimensions","authors":"M. Boichenko","doi":"10.31874/2520-6702-2021-12-2-186-200","DOIUrl":"https://doi.org/10.31874/2520-6702-2021-12-2-186-200","url":null,"abstract":"The ethical responsibility of universities is embodied in the responsibility of university stakeholders who ensure the functioning of universities as social organizations designed to provide higher education. The research methodology consists of the theory of social systems, which includes institutional analysis, philosophy of communication and subordinate special methods, such as document analysis, value and functional analysis. Ethical responsibility of universities is specified in the specifics of the regulatory framework of ethical responsibility, educational vocation, ethics of responsibility, institutional principles of ethics of responsibility, the relationship of political and academic independence, academic freedom as a prerequisite for ethical responsibility of universities and their representatives. Ethical responsibility involves the acceptance by a person of moral and ethical norms – both universal academic ethical norms and moral and ethical norms adopted in the academic community of a particular university. Such acceptance presupposes both the recognition by the individual of certain academic values and academic virtues, and the responsibility for the consequences of his activity or inaction as a representative of the university or a participant in the organization of its functioning. This includes both compliance with the statutory norms of the university and compliance with a wider range of ethical norms – from universalist ethical norms to those recorded in international and domestic official documents governing activities and communication in the academic sphere. The article analyzes the main normative documents available in Ukraine and Europe, which regulate ethical responsibility in the educational sphere, also considers the specifics of university stakeholders and identifies the political component of ethical responsibility of universities in comparison with the responsibility of think tanks.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"131357637","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 : 2021-06-14DOI: 10.31874/2520-6702-2021-11-1-211-225
I. Drach
The article analyses the policy and procedures for implementing Open Science concept as a basis for the institutional development of universities. The key events and documents of the European Research Area, which determine the policies and procedures for the development of Open Science, are described. It is concluded that Open Science represents a new approach to the scientific process, based on collaboration and new ways of disseminating knowledge through digital technologies and new tools for collaboration. Open science enhances the quality and impact of research by promoting reproducibility and interdisciplinarity of knowledge; using the open and joint method of production and exchange of knowledge and data in the research process; improving the quality of research, the reliability of the results and the sensitivity of science to the needs of society. It is determined that the goals of Open Science are: the openness of data; the development of the European Open Science Cloud as a unified ecosystem of research data infrastructures; development of a new generation of indicators for assessing the quality and impact of research, which complement the generally accepted indicators to take into account the openness of scientific practices; free access to all peer-reviewed scientific publications, encouraging an early exchange of various types of scientific results; recognition of openness of scientific activity in systems of evaluation of scientific career of researchers; compliance of all EU-funded research with generally agreed standards of research integrity; European scientists acquire the necessary skills and support to teach Open Science procedures and practices; the opportunity for the general public to make a significant contribution to the production of scientific knowledge in Europe. The characteristics and indicators of Open Science, which determine the directions of institutional development of universities, are analysed. The characteristics of Open Science include open data; open academic communication; open access to publications. Indicators of open research data are repositories of research data; funding policy for data sharing; the researcher's attitude to data sharing; indicators of open academic communication - open expert feedback; the journal's policy on open expert feedback; use of altmetric platforms; correction and revocation; open access to publications indicators - open access publication; preprints; alternative publishing platforms; open access funding policy; the journal's open access policy; the researcher's attitude to open access. The goals of Open Science are focused on the openness of data; the development of European Open Science Cloud as a unified ecosystem of research data infrastructures; development of new generation indicators for assessing the quality and impact of research, which complement the generally accepted indicators to take into account the openness of scientific practices; free access to all peer-re
{"title":"Institutional development of universities in the context of the implementation of Open Science concept","authors":"I. Drach","doi":"10.31874/2520-6702-2021-11-1-211-225","DOIUrl":"https://doi.org/10.31874/2520-6702-2021-11-1-211-225","url":null,"abstract":"The article analyses the policy and procedures for implementing Open Science concept as a basis for the institutional development of universities. The key events and documents of the European Research Area, which determine the policies and procedures for the development of Open Science, are described. It is concluded that Open Science represents a new approach to the scientific process, based on collaboration and new ways of disseminating knowledge through digital technologies and new tools for collaboration. Open science enhances the quality and impact of research by promoting reproducibility and interdisciplinarity of knowledge; using the open and joint method of production and exchange of knowledge and data in the research process; improving the quality of research, the reliability of the results and the sensitivity of science to the needs of society. \u0000It is determined that the goals of Open Science are: the openness of data; the development of the European Open Science Cloud as a unified ecosystem of research data infrastructures; development of a new generation of indicators for assessing the quality and impact of research, which complement the generally accepted indicators to take into account the openness of scientific practices; free access to all peer-reviewed scientific publications, encouraging an early exchange of various types of scientific results; recognition of openness of scientific activity in systems of evaluation of scientific career of researchers; compliance of all EU-funded research with generally agreed standards of research integrity; European scientists acquire the necessary skills and support to teach Open Science procedures and practices; the opportunity for the general public to make a significant contribution to the production of scientific knowledge in Europe. \u0000The characteristics and indicators of Open Science, which determine the directions of institutional development of universities, are analysed. The characteristics of Open Science include open data; open academic communication; open access to publications. Indicators of open research data are repositories of research data; funding policy for data sharing; the researcher's attitude to data sharing; indicators of open academic communication - open expert feedback; the journal's policy on open expert feedback; use of altmetric platforms; correction and revocation; open access to publications indicators - open access publication; preprints; alternative publishing platforms; open access funding policy; the journal's open access policy; the researcher's attitude to open access. \u0000The goals of Open Science are focused on the openness of data; the development of European Open Science Cloud as a unified ecosystem of research data infrastructures; development of new generation indicators for assessing the quality and impact of research, which complement the generally accepted indicators to take into account the openness of scientific practices; free access to all peer-re","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2021-06-14","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121584925","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 : 2020-12-20DOI: 10.31874/2520-6702-2020-10-2-120-141
Yevhen Sulima, S. Dienizhna
The article substantiates the urgency of the problem of ethical and regulatory regulation of the process of formation of academic integrity in higher education institutions. The purpose of the article is to analyze the tools of ethical and regulatory regulation in the university community and highlight the practical experience of their implementation at the University of the State Fiscal Service of Ukraine. The content of the article reveals the essence of academic integrity, characterizes the types of its violations. The evolution of the creation of an international legal framework for the formation of academic integrity is traced. An analysis of the provisions of domestic legislation on academic integrity and the types of penalties for its violation. Normative documents of ethical and normative-legal regulation in the academic community of the University of the State Fiscal Service of Ukraine are considered. The peculiarities of the infrastructure and system organization of the university's activity on the formation of academic integrity are revealed. Based on the identified problems, the priority areas, forms and methods of the university's activities to improve the process under consideration are determined. The article uses such methods as: historical analysis; content analysis when working with ethical and administrative documents of a higher education institution; survey of research and teaching staff; quantitative analysis of automatic verification of texts of scientific articles for uniqueness. Research results. The analysis of the tools of ethical and normative-legal regulation of academic integrity revealed priority directions, mechanisms, forms and methods of work on formation of academic integrity and prevention of its violations by subjects of educational and scientific activity according to international standards. Based on the experience of the University of the State Fiscal Service of Ukraine, the organizational management system of the process of formation of academic integrity in the university community is considered. Conclusion. The optimal results of ethical and normative-legal regulation of academic integrity have been achieved at the University of the State Fiscal Service of Ukraine due to the functioning of the organizational management system of this process, created according to international standards.
{"title":"Academic integrity: ethical and legal regulation in the university community","authors":"Yevhen Sulima, S. Dienizhna","doi":"10.31874/2520-6702-2020-10-2-120-141","DOIUrl":"https://doi.org/10.31874/2520-6702-2020-10-2-120-141","url":null,"abstract":"The article substantiates the urgency of the problem of ethical and regulatory regulation of the process of formation of academic integrity in higher education institutions. \u0000The purpose of the article is to analyze the tools of ethical and regulatory regulation in the university community and highlight the practical experience of their implementation at the University of the State Fiscal Service of Ukraine. The content of the article reveals the essence of academic integrity, characterizes the types of its violations. The evolution of the creation of an international legal framework for the formation of academic integrity is traced. An analysis of the provisions of domestic legislation on academic integrity and the types of penalties for its violation. Normative documents of ethical and normative-legal regulation in the academic community of the University of the State Fiscal Service of Ukraine are considered. The peculiarities of the infrastructure and system organization of the university's activity on the formation of academic integrity are revealed. Based on the identified problems, the priority areas, forms and methods of the university's activities to improve the process under consideration are determined. The article uses such methods as: historical analysis; content analysis when working with ethical and administrative documents of a higher education institution; survey of research and teaching staff; quantitative analysis of automatic verification of texts of scientific articles for uniqueness. \u0000Research results. The analysis of the tools of ethical and normative-legal regulation of academic integrity revealed priority directions, mechanisms, forms and methods of work on formation of academic integrity and prevention of its violations by subjects of educational and scientific activity according to international standards. Based on the experience of the University of the State Fiscal Service of Ukraine, the organizational management system of the process of formation of academic integrity in the university community is considered. \u0000Conclusion. The optimal results of ethical and normative-legal regulation of academic integrity have been achieved at the University of the State Fiscal Service of Ukraine due to the functioning of the organizational management system of this process, created according to international standards.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"123373721","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 : 2020-12-20DOI: 10.31874/2520-6702-2020-10-2-26-34
T. Hlushko
Neoliberal paradigm of higher education, which is dominating in today’s global world, orients everyone who studies economic science for compliance with standards of self-regulating free market and recognition of its key role in social economy. Such educational algorithm, in our opinion, significantly narrows the range for comprehension of strategic solutions in specific historical economic problems. In particular, limiting the horizons of professional economists and focusing their attention on the capabilities of only one economic ideology significantly restricts freedom of thought and freedom of choice for strategies of economic behavior. Also we should say that mixed types of economic evolution in developed countries are not practically determined by the theoretical postulates defended by neoliberalism. Thus, critical analyses and significant transformation of implemented in the 1990’s ideological platform are long ago actualized not only in theory, but mainly in the level of socio-economic practices. In our opinion, modern Ukraine needs a fundamentally new approach for organization of educational process in the field of higher economic education. And the main focus of transformation in educational sphere should be namely strategic vectors of comprehension for the future of the country. That is, we must clearly define which kind of professional economists we are educating and for what purpose: should they create and implement effective strategies of socio-economic development or just to reproduce borrowed economic scenarios, formed by external global actors? Our answer to this question requires providing of an academic condition for creating self-sufficient professionals who will be able to take responsibility for development and implementation of productive socio-economic strategies.
{"title":"Neoliberal Algorithm of Higher Economic Education as the Instrument for Deformation of Strategic Thinking","authors":"T. Hlushko","doi":"10.31874/2520-6702-2020-10-2-26-34","DOIUrl":"https://doi.org/10.31874/2520-6702-2020-10-2-26-34","url":null,"abstract":"Neoliberal paradigm of higher education, which is dominating in today’s global world, orients everyone who studies economic science for compliance with standards of self-regulating free market and recognition of its key role in social economy. Such educational algorithm, in our opinion, significantly narrows the range for comprehension of strategic solutions in specific historical economic problems. In particular, limiting the horizons of professional economists and focusing their attention on the capabilities of only one economic ideology significantly restricts freedom of thought and freedom of choice for strategies of economic behavior. Also we should say that mixed types of economic evolution in developed countries are not practically determined by the theoretical postulates defended by neoliberalism. Thus, critical analyses and significant transformation of implemented in the 1990’s ideological platform are long ago actualized not only in theory, but mainly in the level of socio-economic practices. In our opinion, modern Ukraine needs a fundamentally new approach for organization of educational process in the field of higher economic education. And the main focus of transformation in educational sphere should be namely strategic vectors of comprehension for the future of the country. That is, we must clearly define which kind of professional economists we are educating and for what purpose: should they create and implement effective strategies of socio-economic development or just to reproduce borrowed economic scenarios, formed by external global actors? Our answer to this question requires providing of an academic condition for creating self-sufficient professionals who will be able to take responsibility for development and implementation of productive socio-economic strategies.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115946559","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 : 2020-12-20DOI: 10.31874/2520-6702-2020-10-2-13-25
Yurii Skyba
The article provides a theoretical underpinning for the concepts of «academic and teaching potential of the university», «potential of the academic and teaching environment of the university» and «potential of academic and teaching workers». The academic and teaching potential of the university is a set of informational, intellectual and intangible resources, conditions and opportunities established at the university for the production and accumulation of new knowledge, ideas, technologies, competencies and other productive properties that contribute to high quality of education, research and management, the image of the university and its competitiveness at the international level. The potential of the academic and teaching environment of the university is a set of informational, intellectual, intangible resources, conditions and opportunities created at the university for production and accumulation of new knowledge, development of competencies and other productive properties that are purposefully used in scientific and educational sphere and contribute to high quality of educational, scientific and managerial activities. The potential of academic and teaching staff is a set of accumulated knowledge, competencies and other productive properties that are necessary for professional (teaching, research and management) activities, and can be developed during formal, non-formal and informal education to improve the quality of teaching, research and management activities. The structure of academic and teaching potential of the university in which intellectual, emotional and spiritual components are specified is given.
{"title":"The scientific and pedagogical potential of the university: essence and structure","authors":"Yurii Skyba","doi":"10.31874/2520-6702-2020-10-2-13-25","DOIUrl":"https://doi.org/10.31874/2520-6702-2020-10-2-13-25","url":null,"abstract":"The article provides a theoretical underpinning for the concepts of «academic and teaching potential of the university», «potential of the academic and teaching environment of the university» and «potential of academic and teaching workers». The academic and teaching potential of the university is a set of informational, intellectual and intangible resources, conditions and opportunities established at the university for the production and accumulation of new knowledge, ideas, technologies, competencies and other productive properties that contribute to high quality of education, research and management, the image of the university and its competitiveness at the international level. \u0000The potential of the academic and teaching environment of the university is a set of informational, intellectual, intangible resources, conditions and opportunities created at the university for production and accumulation of new knowledge, development of competencies and other productive properties that are purposefully used in scientific and educational sphere and contribute to high quality of educational, scientific and managerial activities. \u0000The potential of academic and teaching staff is a set of accumulated knowledge, competencies and other productive properties that are necessary for professional (teaching, research and management) activities, and can be developed during formal, non-formal and informal education to improve the quality of teaching, research and management activities. \u0000The structure of academic and teaching potential of the university in which intellectual, emotional and spiritual components are specified is given.","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127384770","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 : 2020-12-20DOI: 10.31874/2520-6702-2020-10-2-70-86
Olena Orzhel, K. Tryma
The article is dedicated to the issue of student involvement in higher education quality assurance and evaluation – a vital and highly relevant issue in today’s higher education of Ukraine. Changes instigated by the Law of Ukraine «On Higher Education» of 2014, foresee an active role of students in the formation and evaluation of higher education quality as 1) final beneficiaries, 2) interviewees and participants in accreditation of study programmes, 3) external evaluation experts during study programmes accreditation, as ruled by current legislation. Taking into account the significance of students’ role in quality assurance, it is necessary to find out: how university students interpret quality of higher education and higher education quality assurance; how students perceive their role in the formation and enhancement of higher education quality; to what extend they are ready and committed to influence and improve the quality of higher education. Accordingly, the aim of this article is to investigate students’ opinion on the quality of Ukraine’s higher education. To this end, students’ survey was conducted with the focus on the following: what is quality and quality assurance in students’ opinion; how respondents assess the quality of education in their HEI and in Ukraine in general; whether students can influence the quality of study programmes and quality of higher education; what hinders improvement of study programmes and enhancement of quality of higher education. The survey was conducted in May – October 2020; the respondents were 115 students of five Ukrainian universities (years three and four of bachelor programmes and master students) who volunteered to take part in the survey. The research resulted in the following conclusions: 1) There is no integral, holistic understanding of higher education quality among student community. Representatives of different HEIs interpret higher education quality differently, though in total 60% of respondents interpret quality as « new, relevant information and knowledge». 2) On the whole, respondents value the quality of higher education rather low: only 25% of students regard it as high. At the same time, most of surveyed students rate the quality of their study programme higher, than the quality of higher education in their university or the quality of educational services in Ukraine in general. 3) Students of different HEIs are rather diverse in their interpretation of quality assurance of higher education and choice of different means for quality enhancement. On the whole, respondents give preference to those tools that anticipate active students’ participation in quality assurance, like asking the teacher to change the manner of teaching, or leaving a complaint with student self-government, discussing the quality of teaching in a focus group, or filling in an evaluation questionnaire. 4) Students who participated in the survey demonstrated critical thinking and fair judgem
{"title":"Analysis of students' views about the quality of higher education (based on the survey results)","authors":"Olena Orzhel, K. Tryma","doi":"10.31874/2520-6702-2020-10-2-70-86","DOIUrl":"https://doi.org/10.31874/2520-6702-2020-10-2-70-86","url":null,"abstract":"The article is dedicated to the issue of student involvement in higher education quality assurance and evaluation – a vital and highly relevant issue in today’s higher education of Ukraine. Changes instigated by the Law of Ukraine «On Higher Education» of 2014, foresee an active role of students in the formation and evaluation of higher education quality as 1) final beneficiaries, 2) interviewees and participants in accreditation of study programmes, 3) external evaluation experts during study programmes accreditation, as ruled by current legislation. Taking into account the significance of students’ role in quality assurance, it is necessary to find out: \u0000 \u0000how university students interpret quality of higher education and higher education quality assurance; \u0000how students perceive their role in the formation and enhancement of higher education quality; \u0000to what extend they are ready and committed to influence and improve the quality of higher education. \u0000 \u0000Accordingly, the aim of this article is to investigate students’ opinion on the quality of Ukraine’s higher education. To this end, students’ survey was conducted with the focus on the following: \u0000 \u0000what is quality and quality assurance in students’ opinion; \u0000how respondents assess the quality of education in their HEI and in Ukraine in general; \u0000whether students can influence the quality of study programmes and quality of higher education; \u0000what hinders improvement of study programmes and enhancement of quality of higher education. \u0000 \u0000The survey was conducted in May – October 2020; the respondents were 115 students of five Ukrainian universities (years three and four of bachelor programmes and master students) who volunteered to take part in the survey. \u0000The research resulted in the following conclusions: \u00001) There is no integral, holistic understanding of higher education quality among student community. Representatives of different HEIs interpret higher education quality differently, though in total 60% of respondents interpret quality as « new, relevant information and knowledge». \u00002) On the whole, respondents value the quality of higher education rather low: only 25% of students regard it as high. At the same time, most of surveyed students rate the quality of their study programme higher, than the quality of higher education in their university or the quality of educational services in Ukraine in general. \u00003) Students of different HEIs are rather diverse in their interpretation of quality assurance of higher education and choice of different means for quality enhancement. On the whole, respondents give preference to those tools that anticipate active students’ participation in quality assurance, like asking the teacher to change the manner of teaching, or leaving a complaint with student self-government, discussing the quality of teaching in a focus group, or filling in an evaluation questionnaire. \u00004) Students who participated in the survey demonstrated critical thinking and fair judgem","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130031072","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 : 2020-12-20DOI: 10.31874/2520-6702-2020-10-2-142-154
Olena Orzhel
The purpose of the article is to scrutinize and specify the semantics of English terms «appraisal», «assessment», «evaluation» and to identify their Ukrainian equivalents capable to adequately convey the meaning of above English words in Ukrainian educational discourse. The relevance of this theme is rooted in the growing interest to teaching and learning in general and, in this context, the facilitation of dialogue on importance of assessment / evaluation in higher education, unfolding over the last decade in European Higher Education Area. In Ukraine’s higher education, the discussion on the above issues was launched in 2020 within the framework of Ukraine Higher Education Teaching Excellence Programme that is a joint initiative of the British Council in Ukraine and the Institute of Higher Education of the National Academy of the Educational Sciences of Ukraine, in partnership with the Ministry of Higher Education and Science of Ukraine and National Agency for Higher Education Quality Assurance. The discussion has revealed that there is no unity among Ukraine’s higher education community regarding the semantics of two terms «assessment» and «evaluation»; that the meaning of «evaluation» is interpreted rather vaguely and that the Ukrainian language lacks lexemes capable to convey the specifics of the meanings of two English terms. Three methods – lexico-semantic analysis, discourse analysis and content-analysis – have been applied, which resulted in the following findings: three terms are regularly used in English expert and scholarly discourse to discuss the issues of assessment, evaluation, appraisal. The lexical-semantic analysis of the above terms has not revealed significant differences in their meanings, but contextually all three are used differently and convey different meanings; «assessment» is used to nominate an integral phase of teaching and learning and correlates with measuring learner’s attainment, progress, or achievement of learning outcomes; «evaluation» is used in a much broader context and examines the value of a study programme, quality of teaching or educational environment, success of educational policies etc.; two «agents» are involved in the assessment process: a teacher and a student (learner); and the subject matter that is assessed is either the process of learning or learning outcomes; the number of agents involved in evaluation is much broader: they could be students who are asked to express their opinion of the programme or module; teachers who review the programme that they have developed; external stakeholders invited to express their opinion on the relevance of competences acquired by students for the labour market or their judgement on the quality of education in a certain institution in general; the appraisal is used in connection to measuring HEIs’ staff competences and performance only. Following the analyses, the conclusion has been made that the absence of a Ukrainian term permitting to convey
{"title":"Contributing to Teaching and Learning Enhancement: in Search of Ukrainian Equivalents for Appraisal, Assessment, Evaluation","authors":"Olena Orzhel","doi":"10.31874/2520-6702-2020-10-2-142-154","DOIUrl":"https://doi.org/10.31874/2520-6702-2020-10-2-142-154","url":null,"abstract":"The purpose of the article is to scrutinize and specify the semantics of English terms «appraisal», «assessment», «evaluation» and to identify their Ukrainian equivalents capable to adequately convey the meaning of above English words in Ukrainian educational discourse. The relevance of this theme is rooted in the growing interest to teaching and learning in general and, in this context, the facilitation of dialogue on importance of assessment / evaluation in higher education, unfolding over the last decade in European Higher Education Area. \u0000In Ukraine’s higher education, the discussion on the above issues was launched in 2020 within the framework of Ukraine Higher Education Teaching Excellence Programme that is a joint initiative of the British Council in Ukraine and the Institute of Higher Education of the National Academy of the Educational Sciences of Ukraine, in partnership with the Ministry of Higher Education and Science of Ukraine and National Agency for Higher Education Quality Assurance. The discussion has revealed that there is no unity among Ukraine’s higher education community regarding the semantics of two terms «assessment» and «evaluation»; that the meaning of «evaluation» is interpreted rather vaguely and that the Ukrainian language lacks lexemes capable to convey the specifics of the meanings of two English terms. \u0000Three methods – lexico-semantic analysis, discourse analysis and content-analysis – have been applied, which resulted in the following findings: \u0000 \u0000three terms are regularly used in English expert and scholarly discourse to discuss the issues of assessment, evaluation, appraisal. The lexical-semantic analysis of the above terms has not revealed significant differences in their meanings, but contextually all three are used differently and convey different meanings; \u0000«assessment» is used to nominate an integral phase of teaching and learning and correlates with measuring learner’s attainment, progress, or achievement of learning outcomes; «evaluation» is used in a much broader context and examines the value of a study programme, quality of teaching or educational environment, success of educational policies etc.; \u0000two «agents» are involved in the assessment process: a teacher and a student (learner); and the subject matter that is assessed is either the process of learning or learning outcomes; \u0000the number of agents involved in evaluation is much broader: they could be students who are asked to express their opinion of the programme or module; teachers who review the programme that they have developed; external stakeholders invited to express their opinion on the relevance of competences acquired by students for the labour market or their judgement on the quality of education in a certain institution in general; \u0000the appraisal is used in connection to measuring HEIs’ staff competences and performance only. \u0000 \u0000Following the analyses, the conclusion has been made that the absence of a Ukrainian term permitting to convey ","PeriodicalId":150572,"journal":{"name":"International Scientific Journal of Universities and Leadership","volume":null,"pages":null},"PeriodicalIF":0.0,"publicationDate":"2020-12-20","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"114454971","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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