Experiential learning, competence and critical practice in higher education

The article deals with the psychological comfort of the participants of the collective activity of the higher educational institution. The study found that a certain nature of the relationship arises out of an objective need. Relationships in the system "teacher – student" acquire a personal character, consciously directed and regulated by goals, which are perceived by students and teachers by far not unequivocally. The analysis of pedagogical practice shows that the creation of a favorable environment in the student group is impossible on the basis of pedagogical influence, built on coercion, subjugation of students and the will of the teacher. Traditional training of teachers in the system of methodological work of higher educational institution is not able to effectively solve the task of improving the climate of the student group and providing psychological comfort to each of its members. Accordingly, there is a need to organize and manage an emotionally supportive environment among students. At the same time, the modern teacher must "see" and understand the emotions, the mood of both the student and his own, to master the theoretical foundations of an emotionally favorable environment in the group, as a factor of its development and comprehensive enrichment of students' personality. The author has studied the plans and programs of teacher training in the systematic work of higher education institutions, which gives reason to speak about the predominance of reproductive tasks and exercises in their content. Teachers' training programs lack information about the theoretical foundations of an emotionally supportive environment, methods and technologies of its creation in the systematic work of the educational institution. Studying the existing programs and the content of teacher training in the systematic work of higher education institutions have led to some conclusions. The author emphasizes that the program of training teachers to create an emotionally supportive environment involves changing the nature of relationships in the system "teacher – student group – students". It is stated that the relations should be based on the principles of pedagogical interaction, cooperation and co-creation and be characterized by trust, the opportunity to express their point of view, to have the right to make mistakes, and to choose freely the ways of achieving the educational goals. Key word: favorable environment, supportive environment, training teachers, pedagogical interaction, psychological comfort.

Our aim was to test our laparoscopic simulator for construct validity and for establishing performance standards. The skills of laparoscopic novices (n = 18) and advanced gynaecologists (experts, n = 5) were tested on our inanimate simulator by their performance of five tasks. The sum score was the sum of scores of all five tasks. We calculated the scores by adding completion time and penalty points. After baseline evaluation, the novices were assigned to five weekly training sessions (n = 8, training group) or no training (n = 10, control group). Both groups were retested. The experts were tested once, and their performance was compared with the baseline scores of all novices to establish construct validity. The training group improved significantly in all tasks. The final scores of the trained group were significantly better than those of the control group. The training group reached a plateau within seven trials, except for intra-corporeal knot tying. During final testing, the trained group reached the experts’ level of skills on the simulator. We concluded that our simulation model has construct validity. Novices can reach the experts’ basic laparoscopic skills level on the simulator after a short and intense simulator training course. Experts’ basic skills level on the simulator is an achievable performance standard during residency training.

In the article the problem of the formation of social responsibility of young people in the process of obtaining higher education is actualized at the theoretical, normative-legal and empirical level. On the basis of diagnostics and a focus group survey, the importance and lack of implementation of the problem of the formation youth social responsibility in the modern realities of the activities of higher educational institutions was proved. It was found that the work of higher educational institutions on the formation of social responsibility is considered by applicants for higher education not to be systemic, oversaturated with education. It was stated that, in the opinion of applicants for higher education, the process of forming social responsibility will be more effective if they are included in socially responsible activities, familiarize themselves with the opportunity to work alongside socially active citizens, get involved in various projects, gain experience in socially responsible behaviour, and spend meaningful leisure. The foreign and domestic experience of the formation of the social responsibility of youth is analyzed. A description of the author's program of the formation of social responsibility of young people in the process of obtaining higher education is proposed, the testing of which has led to positive dynamics in the state of social responsibility of young people.

The Covid-19 pandemic has created serious problems for higher education around the world. The created situation led to a number of challenges, which were reflected quite differently on regions, countries and institutions, and further aggravated the existing inequality. The article describes various forms of the impact of Covid-19 on the situation created in higher education institutions and the mechanisms for overcoming the created challenges. The results of surveys conducted by the International Association of Universities in many universities of the world in 2020-2022 are presented. The results of the studies conducted in the direction of higher education management during the pandemic and the changes experienced by the education finance sector are analyzed. The problems of introducing new methods and transitioning to distance learning in the field of learning and teaching and ways to solve them are discussed. The trends formed by the impact of the pandemic from the point of view of scientific research in universities, the analysis of the positive and negative effects of the pandemic on research activities are shown. Both global and regional data on the involvement of university students and professors in public-social processes are provided. The results of the first two years of the impact of the pandemic on higher education are summarized. Appropriate conclusions have been made about the impact of the Covid-19 pandemic on the full-fledged work of higher educational institutions.

Background. The spiritual revival of the Ukrainian people is possible thanks to the preservation of national cultural and historical traditions and the observance of universal values. In society, the state feels an objective need for citizens capable of their perception, preservation and enrichment. The education system is one of the most important factors in achieving this goal, preparing generations to reproduce cultural values. Education of a citizen, a patriot, a physically and spiritually developed person, a professional is possible only in a holistic pedagogical process. The teacher has a special role. It is on his spiritual and moral qualities, professionalism, life optimism, high culture, and intelligence that the formation of an ideal person in young people depends. The purpose of the article is to substantiate the content dominants of the system of educational work of higher education institutions, which contribute to the formation of spiritual and moral values of student youth. The task: to determine the content dominants of the functioning of the educated work system in higher education institutions. Methods. General sciences and special methods – analytical (historical-logical); theoretical synthesis and comparative analysis; empirical methods (pedagogical observation, survey, conversation). Results. The content dominants of education in higher education institutions are revealed and their influence on the formation of spiritual and moral values of student youth is determined. It was found that education will be effective if an educational and educational space is created, which ensures the educational potential of the learning process and the free development of the personality. Conclusions. The educational work of higher education institutions should be considered as a set of leading provisions containing ideas for the development of student education taking into account traditions and innovations determined by the theory and practice of educational work in higher education institutions, which integrates conceptual ideas, laws, principles, categories, and pedagogical conditions. The system of educational work in higher education institutions is a rational set of interconnected and interdependent main components, the interaction of which ensures their new integrative quality, which is aimed at forming the value orientations of the individual, his civic consciousness, professional competence and spirituality of the future teacher. The specificity of the implementation of the subject-subject interaction of a teacher and a student in the educational process is manifested in the actualization of the educational potential and the strengthening of the orientation of its organizational and content components.

The article examines the process of concertmaster professional work in higher education institutions in choral conducting classes, explores the peculiarity of the concertmaster professional activity within the discipline, which is the leading in the conducting-choral education system, systematized and specified the concertmaster professional requirements in the musical-pedagogical process, generalized and formulated psychological and creative aspects of the concertmaster’s work; the concept of professional concertmaster’work is proposed in the conditions of work in higher education institutions at the classes of choral conducting. In the choir conductor training system, the artistic and pedagogical efficiency of the classes is created by the efforts of two people – a teacher and a concertmaster. Despite the apparent unity, interpenetration and the organic continuity of each individuals work, their official status is significantly different: the teacher is always considered the main, leading person in the educational process, and concertmasters, according to the staffing schedule, belong to the so-called "teaching and support staff". Such the official definition puts them in a minor position. We will try to prove the principle error of this point of view in this article. Consequently, the problem of this work is the contradiction between the concertmaster official status and the real functions of his professional activities. Bythe content of his work, he is a full complement of the creative and pedagogical process, while the statute of "support" staff creates an incorrect orientation and causes some underestimation of the concertmaster’s work. The actual content of the teacher-concertmaster work and the truth of the significance of his activity in the system of conducting-choral education are still notsufficiently recognized at the official level. Therefore, the purpose of this work is to substantiate the true value of the concertmaster activity in the musical-pedagogical process and to form the concept of the concertmaster professional work in the modern musical-pedagogical process. The subject of the work is related directly to everyday pedagogical practice and it is stipulated. That’s why, the practical significance of the work is obvious and does not require additional explanations.

Objectives Competency-based education in Korean higher education is twofold - university-wide key competencies which shape the educational direction of the institution and discipline specific major competencies on which major education is based. As such, linking key competencies and major competencies in a systematic way can contribute to achieving totality and unity of university's major curricula. This study aims at laying the foundation for the systematization of competency-based higher education by developing systematic ways of linking key competencies and major competencies via understanding of the current status of competency-based education in Korean universities.
 Methods This study proposes four models of linking key competencies and major competencies that are developed from the comparative analysis of five universities in Korea. To validate the proposed model, FGI is conducted with curriculum experts, and the applicability of the model is explored by a survey among professors at major universities in Korea.
 Results First, this study finds the current competency-based education in Korean universities exhibit both a limitation and an advantage. Competency-based education was introduced among Korean universities as a means to evaluate education quality by the Ministry of Education. Oftentimes, competencies were selected without the interest and consensus of school members and competency-based curricula were not properly implemented. As a result, competency-based education in Korean universities was not fully functional in developing students' actual competencies. Nevertheless, the introduction of competency-based education contributed to the advancement of education quality management by systematizing a curriculum feedback system that reflects the needs of learners and society and emphasizing educators' responsibilities. Second, this study proposes four models of linking key competencies and major competencies, which are labelled as core major competencies model, equivalent key-major competencies model, overlapping key-major competencies model, inclusive major competencies model. They differ by the relative scope and specificity of key and major competencies.
 Conclusions Competency-based education in Korean higher education is in its initial stage. The four models that this study proposes can be utilized to further develop current competency-based major curricula.

<p><strong><em>The purpose</em></strong><em> of the study is to highlight the role of social networks as one of the modern means of career guidance work in higher education institutions, which allows to effectively acquaint applicants with the prospects of majors, presenting them with all important and relevant information.</em></p><p><strong><em>Research methodology. </em></strong><em>During the research, the following methods were used: descriptive (to specify the theoretical foundations of the work); analysis and synthesis, structural (for generalization and systematization of the obtained data).</em><em></em></p><p><strong><em>Results</em></strong><em>. It is emphasized that social networks in career guidance work are a popular element of the modern information space, a high-quality tool for establishing a connection between universities and future applicants, as well as a platform for joint activities for the purpose of consulting, searching and informing. It has been established that the use of social networks will allow to significantly expand the reach of the target audience, apply online marketing strategies to promote the offer, and adapt the form and content of career guidance materials to its characteristics. The Facebook and Instagram community «MediaBiznes#MBKNUCaA» of the specialty «Information, library and archival business», which was created at the department of «Event management and social communications» of the separate division «Mykolaiv branch of the Kyiv National University of Culture and Arts» for the rapid dissemination of information among teachers of the department, students, exchange of files, video and audio materials of an educational and scientific nature and involvement of future entrants in the field of information activities. The possibilities of social networks represent, in our opinion, the basis of an effective strategy for the development of modern educational systems in general, will enrich and expand information about the future specialty, will significantly deepen the horizons of future applicants who will purposefully choose information activities.</em></p><p><strong><em>Novelty</em></strong><em>. The novelty of the obtained results is due to the fact that, despite the active interest of the scientific community in the use of social networks as a modern tool in career guidance work with future entrants of the information field, there are no serious generalization works.</em></p><p><strong><em>Practical meaning. </em></strong><em>The results of the research can be used during the implementation of tools in career guidance activities in institutions of higher education.</em><em></em></p><p><strong><em>Key words: </em></strong><em>social networks, career guidance, higher education, entrants in the field of information activities, professional choice, advertising support.</em></p>

Purpose This research aims to examine the influence of green human resources (green recruitment and selection [Green R&S] and green training and development [Green T&D]) and transformational leadership (TL) on sustainable practices in higher education. Additionally, this study also aims to investigate the role of top management commitment (TMC) in strengthening the relationship between Green HRM and sustainability in the higher education ecosystem. Design/methodology/approach This study adopted three relevant theoretical frameworks namely, resource-based view (RBV) theory, TL theory and sustainable leadership theory. The primary data were collected from the academicians working in Malaysian higher education through survey-based instruments. This study employed a partial least squares structural equation model (PLS-SEM) approach using SmartPLS software. A total of 251 valid responses were used to perform hypothesis testing. Findings The results of this study revealed that Green T&D and TL show a positive significant impact on sustainable practices and TMC in the higher education system. Similarly, Green R&S also have a positive impact on TMC, while having a negative but insignificant influence on sustainable practices in higher education. Additionally, this study also found a positive relationship between TMC and sustainable practices in higher education. Originality/value This study shed light on the importance of Green HRM, TL and TMC in fostering sustainable practices in higher education. We are certain that our findings provide useful and strategic policy implications for managers in higher education ecosystems.

This chapter begins with a discussion of globalisation and internationalisation within the higher education (HE) context. It examines current English language policies and practices in international HE in the context of mobility. The chapter explores international students' experiences and needs in the context of intercultural communication along with responses to the internationalisation of HE by university management, staff, and non-mobile home students. It also explores language policy issues on the one hand in university settings where English is the dominant language, and on the other hand in non-Anglophone settings where English is the medium of instruction but not the dominant/local language. The chapter focuses on face-to-face rather than virtual HE. It examines the kinds of language policies employed both overtly and covertly by universities that present themselves as 'international' or 'global'. The chapter looks ahead to how the tensions, difficulties, and contradictions that have been identified in research into the globalisation of higher education might be resolved.

This research aimed to assess the indicators that characterize the number of teaching staff at universities and other higher education institutions (HEIs) in the regions of Russia. These indicators were: (1) the number of teachers per thousand working-age residents of each of the regions, (2) the average number of teachers per HEI in the region, (3) the proportion of teachers who have a Doctor of Science (DSc) and a Doctor of Philosophy (PhD) degree in the number of teachers working in HEIs in the region, and (4) the number of students per teacher working in HEIs. We used official statistical information of 82 regions of Russia. We found that, on average, there are slightly more than two teachers working in HIEs per thousand working-age residents. The average number of teachers per HIE in Russia is 158. In universities, the average number of students per teacher is more than 20. The proposed methodological approach and the obtained results are a scientific novelty, since the assessment of regional characteristics of the number of teaching staff in the regions of Russia has not been carried out before.

Integration of Universities and Industrial Enterprises as a Factor of Higher Vocational Education Development

The article deals with the topical problem of modern professional education – formation of first-year students' motivation for educational and professional activity as a guarantee of successful and high quality preparation of future specialists. The author emphasizes the fact that the use of active teaching methods will help to solve this problem. The article covers a variety of active teaching methods, describes some aspects of their application to enhance the motivation of students of pedagogical specialties in higher education institutions. The author actualizes the problem, first of all, through the analysis of the Law of Ukraine "On Education" in the part of staffing of educational institutions, which guarantees the recipients of education to provide high-quality specialists, capable of achieving high results and providing creative approaches to the organization of the educational process, thus creating innovative education. This social need determines the actualization of the problem of qualitative training of future teachers in the educational process of institutions of higher education, in particular, by reviewing the range of methods of classroom work organization. In the first year of training of future specialists, the methods should be selected in such a way as to promote the development of cognitive interest in the chosen specialty and gradually form the motivation for educational activity, because it is during this very period that a didactic adaptation of a future teacher to conditions of an institution of higher education takes place. In addition, for the future teacher, motivation to study in the first year already has great professional meaning. The author concludes that the review of the achievements of research, which is the subject of active teaching methods, allowed us to highlight the benefits of these methods for the educational process of higher education institutions. In particular, it is necessary to increase the educational motivation of freshmen in pedagogical specialties. In addition, active methods are aimed at restructuring and improving the educational process, as well as training professionals for professional activity. The introduction of active methods in the educational process of higher education institutions will provide opportunities for enhancing the emotional response of freshmen to the process of cognition, intensification of their learning activities, interest in acquiring new knowledge, skills and practical use of them; development of students' creative abilities, speech; forming the ability to substantiate and express their own views, activate thinking and so on. Among the most successful active methods are the following: problematic lecture, "lecture for the two", "press conference", pre-planned mistakes, lectures-consultations, "round table", discussion, "brainstorming", case-study and others. Prospects for further research show empirical understanding of the effectiveness of active teaching methods in the classroom work of higher education institutions.

Este artigo discute a precarização do trabalho docente nas instituições de ensino superior (IES) do Brasil, no período de 1980 a 2005. Tomando como referência o processo de mercantilização da educação superior, busco identificar e problematizar os principais aspectos da precarização do trabalho docente: (a) o crescimento da força de trabalho docente ocorrido, principalmente, no setor privado e em novas universidades estaduais, em que as condições de trabalho e de contrato existentes geralmente são precárias; (b) a mercantilização das atividades de ensino, pesquisa e extensão nas IES públicas; e (c) a adoção de critérios exclusivamente quantitativistas para a avaliação da produção do trabalho docente e suas conseqüências.

While Indigenous entrepreneurship is associated with significant economic promise, Indigenous innovation continues to be invisible in Canadian policy contexts. This article examines how Indigenous entrepreneurial activities are framed in government policy, potentially leading to another wave of active exploitation of Indigenous lands, peoples, and knowledges. The article first discusses the concepts of Indigenous entrepreneurship and innovation through a decolonizing lens, drawing links to education. Then, it provides a set of rationales for why governments need to re-think and prioritize Indigenous entrepreneurship. Next, it maps the current federal government initiatives in this policy sector. Drawing from the Indigenous entrepreneurship ecosystem approach (Dell & Houkamau, 2016; Dell et al., 2017), the article argues that a more comprehensive policy perspective guiding Indigenous entrepreneurship programs should inform Canadian innovation policy. Individual voices from 13 Indigenous entrepreneurs in Manitoba point to three core issues: (a) relationships with the land and the community; (b) the relevance of (higher) education and training; and (c) the importance of cultural survival and self-determination. The article makes an argument for a systemic decolonizing change in how Indigenous innovation is approached in government policyand programs, supported by the work of higher education institutions.