Only 39 percent of American Catholics say they attend church in any given week (Gallup, 2019). In an effort to connect and engage the global congregation of the Catholic Church, the Vatican partnered with an external developer to create mobile learning tools—a project cumulating with the iOS and Android app "Click to Pray” and hardware extension app “eRosary.” Click to Pray is the prayer platform of the “Pope’s Worldwide Prayer Network” (PWPN), a pontifical work whose mission is to mobilize Catholics through prayer and action. Founded in 1844 as the Apostleship of Prayer, the PWPN is present in 98 countries and is made up of more than 35 million Catholics. This study aims to review the technology and security of the software; design of the hardware; the end-user experience, and the primary demographics of those who have downloaded either the Click to Pray or eRosary apps. This paper will also examine the idea of authenticity and replication of the religious experience in a remote atmosphere, in addition to its uses and gratifications. The eRosary is also capable of monitoring the health of the user, providing an interesting example of mobile learning device convergence for mind, body, and spirit.
{"title":"COVID and Christ: Remote, Faith-Based Activities Using Religious Technology in the Catholic Church","authors":"S. McNeill","doi":"10.26417/945roe71j","DOIUrl":"https://doi.org/10.26417/945roe71j","url":null,"abstract":"Only 39 percent of American Catholics say they attend church in any given week (Gallup, 2019). In an effort to connect and engage the global congregation of the Catholic Church, the Vatican partnered with an external developer to create mobile learning tools—a project cumulating with the iOS and Android app \"Click to Pray” and hardware extension app “eRosary.” Click to Pray is the prayer platform of the “Pope’s Worldwide Prayer Network” (PWPN), a pontifical work whose mission is to mobilize Catholics through prayer and action. Founded in 1844 as the Apostleship of Prayer, the PWPN is present in 98 countries and is made up of more than 35 million Catholics. This study aims to review the technology and security of the software; design of the hardware; the end-user experience, and the primary demographics of those who have downloaded either the Click to Pray or eRosary apps. This paper will also examine the idea of authenticity and replication of the religious experience in a remote atmosphere, in addition to its uses and gratifications. The eRosary is also capable of monitoring the health of the user, providing an interesting example of mobile learning device convergence for mind, body, and spirit.","PeriodicalId":432313,"journal":{"name":"European Journal of Social Science Education and Research","volume":"193 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"121172178","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}
M. Akhvlediani, Sophio Moralishvili, Levan Kuprashvili
Like the rest of the world, because of COVID-19 and the new reality, most professors and students suddenly have found themselves forced to use technology while teaching and learning. All of a sudden, every faculty member faced the challenge of delivering education online and accordingly every student receiving education online. On the other hand, it was an overwhelming time for the administration to achieve quality online education at scale. Nevertheless, most universities in Georgia immediately took the challenges of converting to asynchronous learning. The paper presents findings of the survey conducted at the present stage at Georgian private and state universities, comparing students' and professors' satisfaction with e-learning. Surprisingly, it appears that professors feel better motivated with online teaching rather than students. Almost every respondent agrees that what seems like the best-case scenario out of this crisis needs much stronger contribution and elaboration in the years ahead.
{"title":"Distant Teaching and Learning for the Foreseeable Future: Georgian Universities’ Students and Professors Perspective","authors":"M. Akhvlediani, Sophio Moralishvili, Levan Kuprashvili","doi":"10.26417/895bbg57k","DOIUrl":"https://doi.org/10.26417/895bbg57k","url":null,"abstract":"Like the rest of the world, because of COVID-19 and the new reality, most professors and students suddenly have found themselves forced to use technology while teaching and learning. All of a sudden, every faculty member faced the challenge of delivering education online and accordingly every student receiving education online. On the other hand, it was an overwhelming time for the administration to achieve quality online education at scale. Nevertheless, most universities in Georgia immediately took the challenges of converting to asynchronous learning. The paper presents findings of the survey conducted at the present stage at Georgian private and state universities, comparing students' and professors' satisfaction with e-learning. Surprisingly, it appears that professors feel better motivated with online teaching rather than students. Almost every respondent agrees that what seems like the best-case scenario out of this crisis needs much stronger contribution and elaboration in the years ahead.","PeriodicalId":432313,"journal":{"name":"European Journal of Social Science Education and Research","volume":"11 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"130709577","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}
This literature review focuses on the concept of resilience seen through an analytical lens as presenting substantial possibilities and an enormous potential mechanism for children experiencing at-risk situations. In many different contexts around the world children face every day different life circumstances and difficulties. Many of these children will experience the “resilience” phenomenon or in other terms they will develop positive adaptation despite all the difficulties and adversities that they encounter. As we are more and more confronted with significant social challenges in many fields and areas of life, also in part posed by the 21st century, the use of the expanding and flourishing knowledge on the concept of resilience could be crucial in advancing and promoting possibilities and well-being for different individuals who are identified as being in a state of risk.
{"title":"Exploring the Labyrinths of Resilience: A Concept Analysis","authors":"Angela Bushati","doi":"10.26417/157gei11o","DOIUrl":"https://doi.org/10.26417/157gei11o","url":null,"abstract":"This literature review focuses on the concept of resilience seen through an analytical lens as presenting substantial possibilities and an enormous potential mechanism for children experiencing at-risk situations. In many different contexts around the world children face every day different life circumstances and difficulties. Many of these children will experience the “resilience” phenomenon or in other terms they will develop positive adaptation despite all the difficulties and adversities that they encounter. As we are more and more confronted with significant social challenges in many fields and areas of life, also in part posed by the 21st century, the use of the expanding and flourishing knowledge on the concept of resilience could be crucial in advancing and promoting possibilities and well-being for different individuals who are identified as being in a state of risk.","PeriodicalId":432313,"journal":{"name":"European Journal of Social Science Education and Research","volume":"29 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"128297645","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}
Several things have been said in the field of pedagogy. But, this does not prevent the appearance of new educational concepts. The world of pedagogy has practically no limit. In our study, we attempted to identify the impact that school libraries could have on educational achievements. The statement of the problem was strengthened by two main questions: Could school libraries play a fundamental role in improving educational achievements? Could school libraries integrate their resources as pedagogical supports in the educational process? In our visits to thirty school libraries in the city of Constantine, we were able to conduct a descriptive study and collect interesting data that we analyzed through a qualitative approach. Significant results were obtained. The latter globally showed via several indicators that the school library, on the one hand, contributed concretely to educational achievements, and, on the other hand, played an efficient role in the learning process by providing a variety of supports and services to the users.
{"title":"The School Library as An Active Support for Educational Achievements: A Survey Led in Secondary Schools","authors":"Azzedine Bouderbane, Bentayeb Zineb","doi":"10.26417/744ywe88u","DOIUrl":"https://doi.org/10.26417/744ywe88u","url":null,"abstract":"Several things have been said in the field of pedagogy. But, this does not prevent the appearance of new educational concepts. The world of pedagogy has practically no limit. In our study, we attempted to identify the impact that school libraries could have on educational achievements. The statement of the problem was strengthened by two main questions: Could school libraries play a fundamental role in improving educational achievements? Could school libraries integrate their resources as pedagogical supports in the educational process? In our visits to thirty school libraries in the city of Constantine, we were able to conduct a descriptive study and collect interesting data that we analyzed through a qualitative approach. Significant results were obtained. The latter globally showed via several indicators that the school library, on the one hand, contributed concretely to educational achievements, and, on the other hand, played an efficient role in the learning process by providing a variety of supports and services to the users.","PeriodicalId":432313,"journal":{"name":"European Journal of Social Science Education and Research","volume":"21 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115171581","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}
The professional challenge of this paper is education systems do not have a road map to achieve the Target 4.7 of the Sustainable Development Goals (SDG) to ensure that all learners acquire the knowledge and skills needed to promote a culture of peace. The Covid 19 is causing fear about economic stability and individuals experience conflict physically, mentally emotionally, and spiritually. It is very important that policy makers support education systems, teacher training and teacher leadership empirical models to foster self-knowledge for good decision making. This will prepare citizens to optimise alignment of commercial interests with sustainable interests with a labour market replete of citizens with Competency Levels of the European Qualification Framework gained through life long learning situated in rich diverse cultural heritages. We apply A Blueprint for Character Development for Evolution with Assessment for Personal and Social Learning to the Classics curriculum and reveal applying ABCDE in five steps maps to the incremental Competences Levels 1 – 5 respectively of the European Qualifications Framework. Step A asks questions to establish what the problem is. Step B asks what solutions have or have not worked before. Step C asks how the problem is understood in context. Step D provides empirical, logical, ethical and innovative solutions to the problems emerging from the data. Step E establishes principles to inform good decision making that can be readily transferred to other domains. ABCDE with APSL applied to classics curriculums provides a road map to empowering young societal innovators for equity and renewal.
{"title":"Applying ABCDE and Assessment for Personal and Social Learning to Studying the Classics to Equip Students with the European Qualification Framework Competences Incrementally for Recovery from Covid 19","authors":"Alison Taysum, D. Canfarotta, M. Rusitoru","doi":"10.26417/902vbz20i","DOIUrl":"https://doi.org/10.26417/902vbz20i","url":null,"abstract":"The professional challenge of this paper is education systems do not have a road map to achieve the Target 4.7 of the Sustainable Development Goals (SDG) to ensure that all learners acquire the knowledge and skills needed to promote a culture of peace. The Covid 19 is causing fear about economic stability and individuals experience conflict physically, mentally emotionally, and spiritually. It is very important that policy makers support education systems, teacher training and teacher leadership empirical models to foster self-knowledge for good decision making. This will prepare citizens to optimise alignment of commercial interests with sustainable interests with a labour market replete of citizens with Competency Levels of the European Qualification Framework gained through life long learning situated in rich diverse cultural heritages. We apply A Blueprint for Character Development for Evolution with Assessment for Personal and Social Learning to the Classics curriculum and reveal applying ABCDE in five steps maps to the incremental Competences Levels 1 – 5 respectively of the European Qualifications Framework. Step A asks questions to establish what the problem is. Step B asks what solutions have or have not worked before. Step C asks how the problem is understood in context. Step D provides empirical, logical, ethical and innovative solutions to the problems emerging from the data. Step E establishes principles to inform good decision making that can be readily transferred to other domains. ABCDE with APSL applied to classics curriculums provides a road map to empowering young societal innovators for equity and renewal.","PeriodicalId":432313,"journal":{"name":"European Journal of Social Science Education and Research","volume":"17 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"125312467","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}
Introduction: One of the educational problems in most developing nations is the management and administration of inadequate resources budgeted to educational sector. Aim: The study sought to examine quality management initiatives indispensible for revamp service delivery of academic staff in South East universities in Nigeria. Method: Desscriptive survey research design was adopted for the purpose of the study using a sample of 1045 respondents out of the total population size of 5225 academic staff of universities in South East, Nigeria. Primary data was collected through self-administered questionnaires and a response rate of 87 percent was obtained. The instruments were validated by the experts, and statistical mean and standard deviation was used in analyzing the research questions while t-test was espoused for the hypothesis. Results and Conclusion: The study concludes that Quality management stratagem and tools has been found to be necessary in enhancing the standard of academic staff service delivery in universities in South East, Nigeria.
{"title":"Quality Management Initiatives Indispensable for Revamp Service Delivery of Academic Staff in South East Universities Nigeria","authors":"S. Nnorom, Amanze Nkemjika Ikwu","doi":"10.26417/999wnp24w","DOIUrl":"https://doi.org/10.26417/999wnp24w","url":null,"abstract":"Introduction: One of the educational problems in most developing nations is the management and administration of inadequate resources budgeted to educational sector. Aim: The study sought to examine quality management initiatives indispensible for revamp service delivery of academic staff in South East universities in Nigeria. Method: Desscriptive survey research design was adopted for the purpose of the study using a sample of 1045 respondents out of the total population size of 5225 academic staff of universities in South East, Nigeria. Primary data was collected through self-administered questionnaires and a response rate of 87 percent was obtained. The instruments were validated by the experts, and statistical mean and standard deviation was used in analyzing the research questions while t-test was espoused for the hypothesis. Results and Conclusion: The study concludes that Quality management stratagem and tools has been found to be necessary in enhancing the standard of academic staff service delivery in universities in South East, Nigeria.","PeriodicalId":432313,"journal":{"name":"European Journal of Social Science Education and Research","volume":"1 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"129505811","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}
With the Coronavirus crisis, online teaching seems to have become a norm in Higher Education. The essay argues that, although this new pedagogical practice is totally acceptable in times of social distancing, it can lead to something more radical, especially with the strong will of HE institutions to continue this mode of teaching beyond the period of crisis. The normalisation of dematerialised teaching comes as a challenge to academics: it is imbedded in a new form of economy, where attention is a key source of value and labour. The omnipresence of virtual interfaces questions the very fabric of their practice as teachers, especially in humanities, where it can lead to an intensification of the pauperization of teaching staffs, due to forced redundancy. To understand how the normalisation of online teaching after the crisis can be potentially noxious, the essay proceeds by looking at the change of agency of digital tools in teaching contexts, through the concept of pharmakon, developed by Bernard Stiegler, that offers the chance for a critique of this new pedagogical strategy which can be positive during the crisis, but potentially destructive after. This concept leads to a new criteria of judgment of the digital (mode of teaching), which has to be understood as a third way between the optimism of managerial perspectives, always keen to consider information technologies as the perfect catalyst for neo-liberal reforms in education; and the traditional technophobia, proper to a philosophical tradition that, from the Frankfurt School to Giorgio Agamben, apprehends the mediation of technology essentially as a critical regression and a modern form of rationalisation that engenders an immense social and psychic alienation.
{"title":"Education and the Economy of Attention in Times of (Post-) Pandemic","authors":"Siavash Bakhtiar","doi":"10.26417/823nep51c","DOIUrl":"https://doi.org/10.26417/823nep51c","url":null,"abstract":"With the Coronavirus crisis, online teaching seems to have become a norm in Higher Education. The essay argues that, although this new pedagogical practice is totally acceptable in times of social distancing, it can lead to something more radical, especially with the strong will of HE institutions to continue this mode of teaching beyond the period of crisis. The normalisation of dematerialised teaching comes as a challenge to academics: it is imbedded in a new form of economy, where attention is a key source of value and labour. The omnipresence of virtual interfaces questions the very fabric of their practice as teachers, especially in humanities, where it can lead to an intensification of the pauperization of teaching staffs, due to forced redundancy. To understand how the normalisation of online teaching after the crisis can be potentially noxious, the essay proceeds by looking at the change of agency of digital tools in teaching contexts, through the concept of pharmakon, developed by Bernard Stiegler, that offers the chance for a critique of this new pedagogical strategy which can be positive during the crisis, but potentially destructive after. This concept leads to a new criteria of judgment of the digital (mode of teaching), which has to be understood as a third way between the optimism of managerial perspectives, always keen to consider information technologies as the perfect catalyst for neo-liberal reforms in education; and the traditional technophobia, proper to a philosophical tradition that, from the Frankfurt School to Giorgio Agamben, apprehends the mediation of technology essentially as a critical regression and a modern form of rationalisation that engenders an immense social and psychic alienation.","PeriodicalId":432313,"journal":{"name":"European Journal of Social Science Education and Research","volume":"124 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-08-15","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"122429495","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}
The work itself embodies a conceptual highlight of the new approach of the global education, which is the epitome of media education with the educational process. Media education is an indispensable need and an inevitable requirement of global education with a particular role in the development of students' overall knowledge and skills, in particular the creation of a new educational culture and the creation of shared values. The media education at the time of the rapid changes in the field of global education, occupies a special place in achieving qualitative and effective education. The purpose of this paper is to get acquainted with the basic concepts of media education, the possibility of the epitome of media education with educational content during the educational process, the role and effects of this education with the aim of informing relevant school stakeholders on the importance of integrating this education towards the improvement of quality in education.
{"title":"Epitome of Media Education with the Educational Process and its Impact on Developing Students’overall Knowledge","authors":"Nazyktere Hasani, Z. Rexhepi","doi":"10.26417/218kfc71l","DOIUrl":"https://doi.org/10.26417/218kfc71l","url":null,"abstract":"The work itself embodies a conceptual highlight of the new approach of the global education, which is the epitome of media education with the educational process. Media education is an indispensable need and an inevitable requirement of global education with a particular role in the development of students' overall knowledge and skills, in particular the creation of a new educational culture and the creation of shared values. The media education at the time of the rapid changes in the field of global education, occupies a special place in achieving qualitative and effective education. The purpose of this paper is to get acquainted with the basic concepts of media education, the possibility of the epitome of media education with educational content during the educational process, the role and effects of this education with the aim of informing relevant school stakeholders on the importance of integrating this education towards the improvement of quality in education.","PeriodicalId":432313,"journal":{"name":"European Journal of Social Science Education and Research","volume":"9 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"115665039","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}
In this study I investigate how culture, cultural norms, and teachers’ habitus (habits to dispositions) affect the implementation of educational justice praxis (theory and practice) as a response to alleviate the structural inequities faced by ethnic/racial minority students. This study also suggests culturally appropriate educational tools that pre-service teachers can use in their cross-cultural classrooms. Using qualitative methods, I conducted interviews with 12 teachers and teacher educators who work in public schools, nonprofit organizations, and universities in Florida, United States. My findings expose how dominant cultural norms (whiteness), teachers’ habitus (white fragility), and structural problems (racism) help to marginalize ethno-racial minority students and suppress their educational rights. The findings suggest that combating racism, questioning dominant norms/values, and accepting distinct cultural identities should be the components of educational justice praxis.
{"title":"Educational Justice Praxis and Cultural Competence","authors":"Dilek Kayaalp","doi":"10.26417/531kqr68w","DOIUrl":"https://doi.org/10.26417/531kqr68w","url":null,"abstract":"In this study I investigate how culture, cultural norms, and teachers’ habitus (habits to dispositions) affect the implementation of educational justice praxis (theory and practice) as a response to alleviate the structural inequities faced by ethnic/racial minority students. This study also suggests culturally appropriate educational tools that pre-service teachers can use in their cross-cultural classrooms. Using qualitative methods, I conducted interviews with 12 teachers and teacher educators who work in public schools, nonprofit organizations, and universities in Florida, United States. My findings expose how dominant cultural norms (whiteness), teachers’ habitus (white fragility), and structural problems (racism) help to marginalize ethno-racial minority students and suppress their educational rights. The findings suggest that combating racism, questioning dominant norms/values, and accepting distinct cultural identities should be the components of educational justice praxis.","PeriodicalId":432313,"journal":{"name":"European Journal of Social Science Education and Research","volume":"27 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"127838655","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}
This article presents findings from two studies carried out with fourth level university students in Argentina, namely Argentine PhDs working at UNCuyo, and with a second group made up of PhDs who are taking part in Professionalization programs (Programs of International Cooperation) in France. This is a comparative study. It is thought that after showing a certain level of excellence and being in contact with other cultures, differences between the groups may exist in terms of perspectives for future work, the role of innovation and competencies to be developed. Various hypotheses were considered. Both studies included common variables related to issues that affect, on the one hand, the effectivity and quality of the University as it relates to the working world and, on the other hand, personal and professional pathways. We focused on Professionalization, Identity and Innovation, variables that involve individuals and contexts interacting with one another. The methodology was quanti-qualitative. Techniques used were semi-structured surveys, interviews and focus groups. The findings show convergences, divergences and silences in the different groups with respect to Innovation, both in its conception and roots and with respect to the future world of work (effects). The findings renew interest in education and employment policies in the face of the demands and changes that the future workplace will require.
{"title":"University Pathways of Graduate Students: Professionalization, Innovation and Identity. A French-Argentine Comparative Study","authors":"M. Aparicio","doi":"10.26417/665nnr29t","DOIUrl":"https://doi.org/10.26417/665nnr29t","url":null,"abstract":"This article presents findings from two studies carried out with fourth level university students in Argentina, namely Argentine PhDs working at UNCuyo, and with a second group made up of PhDs who are taking part in Professionalization programs (Programs of International Cooperation) in France. This is a comparative study. It is thought that after showing a certain level of excellence and being in contact with other cultures, differences between the groups may exist in terms of perspectives for future work, the role of innovation and competencies to be developed. Various hypotheses were considered. Both studies included common variables related to issues that affect, on the one hand, the effectivity and quality of the University as it relates to the working world and, on the other hand, personal and professional pathways. We focused on Professionalization, Identity and Innovation, variables that involve individuals and contexts interacting with one another. The methodology was quanti-qualitative. Techniques used were semi-structured surveys, interviews and focus groups. The findings show convergences, divergences and silences in the different groups with respect to Innovation, both in its conception and roots and with respect to the future world of work (effects). The findings renew interest in education and employment policies in the face of the demands and changes that the future workplace will require.","PeriodicalId":432313,"journal":{"name":"European Journal of Social Science Education and Research","volume":"7 1","pages":"0"},"PeriodicalIF":0.0,"publicationDate":"2020-04-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"126056760","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}
京公网安备 11010802042870号
京ICP备2023020795号-1
扫码关注我们
求助内容：
应助结果提醒方式：