Exploring the Envisioned Identity of Computing Students: Insights from Norway

The paper summarizes the experience in higher education institutions financing, substantiates the trends in their financial support models diversification. The study systematizes approaches to the organization of higher education institutions financing under market conditions and reveals their advantages and disadvantages in terms of the effects at the level of an individual and society as a whole. It defines tools and models of the financing under orientation on demand, supply and strategic purposes of the national development. The study proves the need to substantiate the rational balance of individual and social effects in higher education institutions financing, which can be achieved through a combination of market self-regulation and state regulation of the higher education services market. The system of methods was used in the study, namely: monographic – to define the research aim and conclusions, the method of theoretical generalization of foreign and domestic scientists was used to critically analyze the existing approaches to the organization of financing the work of agricultural education higher institutions. General scientific methods of cognition, such as analysis and synthesis, induction and deduction, systemic integrated approach, were used to systematize the models of financial support for higher agricultural education institutions and to generalize the conclusions. The paper substantiated that the state should take leading positions in higher education institutions financing. The role of state funding in ensuring sustainable development of agricultural education higher institutions has been identified considering the specificity of educational services and their role in ensuring sustainable development of the agricultural sector of the economy and rural areas. It is argued that the current conditions of free economic development and challenges the institutions face requires focusing on consumer demand and adjusting their educational services through prompt updating the changing educational programs based on modern research, attracting a larger number of stakeholders in the financing model formation. The modern tendencies typical of the market of educational services determining the expansion of the participants of the organization of financing the higher education institutions activity, are considered. The importance of financing elements focused on the innovations development, the role of which will grow in the future, especially in the form of competitive and targeted financing is revealed. It is proved that the results-based approach to the organization of financing also reduces the risks of macroeconomic inefficiency and contributes to reducing the information asymmetry. The obligatory presence of the state in the organization of research funding in higher education institutions is justified due to the positive impact of research on educational services quality and increases their value for an individual and society. The paper considers options for market-oriented higher education financing and the state's demands in terms of the concept of management, public and private funding methods, the education fee. It is established that the changing conditions of the market of educational services require a revision of targets for state funding due to the following factors: increased number of foreign students, use of information and communication technologies, increase in the integration of higher education institutions nationally and internationally. Key words: higher education institution, higher agricultural education, concepts of higher education institution management, methods of free economic education financing, sources of higher education institutions financing.

The Sarbanes-Oxley Act is legislation enacted as a result of the financial criminal wrongdoings of companies such as Enron and WorldCom. As a result of such wrongdoings, the government intervened and legislation was passed in 2002 (the Sarbanes-Oxley act of 2002). Although the act only applies to publicly traded companies, many institutions, including institutions of higher education, have adopted the "best practices" of the Sarbanes-Oxley Act. The concept underpinning the "best practices" is that transparency, accountability and ethical conduct in financial policies and practices are prevalent in every organization, and institutions of higher education are not exempt. The research findings from our inquiry into institutions of Higher Education indicated that many of the institutions of higher education that implemented the best practices did so because they thought it was the "correct thing to do"- implying that best practices of the Sarbanes-Oxley Act - transparency, accountability and ethical conduct in financial polices and practices should be adopted. As a second step, this study attempts to qualitatively determine why institutions of higher education decided to implement any of the best practices. What, if any perceived benefits were gained, and if the institutions believed that they have achieved those benefits as of the time of the interviews. The findings made it clear that there is a general sense that implementing the best practices of Sarbanes-Oxley is important and the right thing to do. The implications of implementing the best practices of Sarbanes-Oxley will show employees and others outside the institution that the institution wants to do the right thing, that accountability and transparency are important. Also, it will likely help establish an ethical culture within the institutions of higher education through the institution's code of conduct that improper behavior will not be tolerated. Based on current findings, we postulate that institutions of higher education that have implemented the best practices of Sarbanes-Oxley will be better poised should future regulation be enacted. Also, we expect that funding agencies will consider positively the fact that there are organizations that are exercising their fiduciary responsibilities by implementing the best practices of Sarbanes-Oxley.

Purpose: development of recommendations for the study of security-oriented disciplines by students of higher educational institutions. Methodology: Analysis and generalisation of research results regarding the need of higher education students to study security-oriented disciplines. Results: In the conditions of modern warfare, knowledge and understanding of security issues are of critical importance for students of technical specialties. It helps them to be aware of the threats and risks associated with armed conflict and make the right decisions to ensure personal and collective security, and provides the necessary knowledge and skills to effectively respond to emergencies and save lives. Therefore, in the article: information on the state of higher education in Ukraine until February 2022 has been studied and summarised; the need of students of higher technical education to study security-oriented disciplines during the war was investigated; an expert survey was conducted among students who are studying for the Master’s and Bachelor’s degrees of two higher technical educational institutions – the State Higher Educational Institution “Donetsk National Technical University” and Kyiv National University of Construction and Architecture. It was established that about eighty percent of the respondents are in favour of mandatory study of security-oriented disciplines during martial law, as an opportunity to ensure their own safety and the safety of others, help others and be useful in war conditions. A new concept of civil security education in higher technical institutions under martial law from the point of view of studying individual disciplines is proposed, which consists of the following: improvement of training plans for higher education applicants. recommendations for students of technical higher education institutions to study the following disciplines (in order of priority): “Life safety”, “Occupational safety”, “Fire safety”, “Civil protection”, “Environmental safety”, “Psychology of hazards”. Mandatory courses for students on pre-medical care, psychological help for themselves and others, military training should be introduced. Scientific innovation: a scientific approach has been developed to clarify the new concept of civil security education in higher technical institutions under martial law. Practical significance: the results of the work can be used in the preparation of educational plans for applicants of higher technical educational institutions.

The purpose of the article is to analyze innovative and very interesting methods of teaching foreign (English) language cadets and officers of higher military educational institutions. The aim of this research is to determine the strategy that is best chosen by the teacher in order to help cadets and officers of higher military educational institutions to achieve a high level of knowledge of a foreign language (English). The relevance of the research is not only to take classes under the new «Flipped classroom method» in groups of cadets and officers of higher military educational institutions, but also to prove that this implementation will improve and accelerate the acquisition of knowledge of a foreign language. In the article a number of advanced teaching methods that have already become traditional are examined and the needs of modern teaching of a foreign language in higher education institutions are met. The article reveals the essence of the «inverted class» (Flipped classroom) concepts and «inverted learning». In the article all the positive aspects of learning with the help of using the concept of «inverted class» (Flipped classroom) are analyzed. The prospects for the use of this concept are determined, taking into account world examples of its introduction into the educational process in foreign educational institutions. The research objective is to offer a special program on the Flipped Classroom learning methodology to better learn foreign (English) language by cadets and officers of higher military educational institutions, and to prove that with the help of this technique high levels of foreign language skills in the field of professional communication can be achieved. The author studies the differences between the traditional and flipped lessons, and taking into account new functions of a teacher in the lecture-room and the teacher as a tutor. The article describes main advantages and possible disadvantages of the flipped-class learning.

The importance of personal development of young officers in increasing the professionalism of the army was explained in the report, and the role of modern military science was shown for this. Thus, the analysis of modern wars suggests that the states try to win more and lose less during the war. This fact in itself requires the modern technical equipment of the army to be equipped with professional officers. The presence of high-potential officer personnel ensures the power of the army, its flexibility, proper management and, as a result, reliable protection of the state’s military defence. The formation of modern professional officer cards, without a doubt, actualizes the level of organization of education in military educational institutions of the country. Development of the institutional foundations of the education system, expansion of the application of innovative training methods and technologies, and the creation of a competency-based personality and result-oriented education model have been set as a strategic goal. According to this principle, we can say that, as in all countries of the world at the present time, this issue stands as a priority target for the higher military educational institutions of Azerbaijan. The urgency of the problem requires its scientific-theoretical investigation, giving some suggestions and recommendations for future practical work. During the research, it is determined that, as in other higher educational institutions, training in military educational institutions is focused on the personality development of young officers, which will allow them to become professional, highly intelligent, self-confident, , and flexible decision-making officers in the future with independent management skills. In comparison with other higher education institutions, special sensitivity to the above-mentioned issue in higher military educational institutions makes it more necessary to train strong-willed, visionary, and right decision-making personnel for the reliable provision of the national security and military defence of the state in general, in contrast to the training of personnel in a certain field.

Electronic environment has its great effect on university libraries that serve higher education. These libraries are considered the backbone of higher education and scientific institutes as they play an important role in higher education process as a whole with a special reference to scientific research. The importance of these libraries lies in that they provide information resources and services which improve scientific researches. Meanwhile, electronic environment has greatly affected their roles; an act which led to the appearance of so many kinds such as digital libraries, electronic libraries, etc…. This environment imposes new roles on libraries so that they can keep playing their part to serve scientific research. Moreover, due to the continuous progress witnessed in developed countries in the form of newly issued researches, libraries have to offer new services that can cope with the new technological era. For this reason, the topic of this study is selected which is: the role of university libraries in the light of e-learning environment to improve higher education and scientific research. The goal of this study is to shed light on the role of university libraries based on the e-learning environment to identify the benefit they can get to help with enhancing scientific research. Identifying the role of digital libraries and data resources with an aim to develop higher education lies in that these libraries support learning and teaching processes generally and e-learning process specifically. They are also considered an essential factor for scientific research requirements in addition to enhancing the skills and capabilities of the pillars of the educational process. They have an effective role and high efficiency to improve information resources, economize expenditures, minimize costs and save time as well as effort. E-learning technologies have the world confronted with a new revolution in education and opened new horizons for recent norms of education as well as training at all educational institutes especially higher education ones. E-learning requires dependency on recent technologies so as to offer students a quality educational content in an effective way through its distinguished positive characteristics like minimizing time, effort and costs in addition to its high capacities to improve the students’ learning levels and skills effectively. Besides, it aims to provide a quality teaching and leanring environment that is interesting and exciting enough for both students and teachers to get rid of time and space limitations allowing students to learn according to their abilities, appeals, and levels of knowledge and skills. E-leaning and its different varied technologies have recently become a necessity for higher education. The great concern to benefit from its high capacities forms a basic effective feature to improve and enhance the educational process at higher education institutes.

Purpose – The purpose of this paper is to investigate and understand the differences that exist between educational institutions in the methods and practices employed in the development and implementation of Lean projects. Whilst many Higher Education Institutions (HEIs) are now starting their journey towards effectively implementing Lean, Further Education Institutions (FEIs) have treaded this well worn path many years previously and so the aim of this paper is to find what key features and issues FEIs have put in place to assist them in implementing Lean projects and whether HEIs can learn from such institutions. Design/methodology/approach – The paper applies two research methods in an attempt to understand the differences between the institutions and hence understand the key features that can be used to better implement Lean initiatives. First, through a series of focus groups, the authors employ a low-level form of Group Consensus Theory in an attempt to understand the organisational dynamics surrounding the adoption of Lean. This is used to understand whether Lean improvement teams within FEIs implement such initiatives with the autonomy and support from senior management. Second, the same group members, detailed interviews were held in order to identify further and more specific information around the tools and techniques employed in the implementation of Lean initiatives in both HEI and FEIs. Findings – The study found that although FEIs had much more experience in the design, development and implementation of Lean initiatives, the organisational infrastructure and dynamics towards driving Lean in FEIs was less well embedded in to the culture of the respective institutions than first thought and, that Lean had been developed and driven initially by a consultancy-based approach and around a tool-driven mentality. It was seen that whilst HEIs were generally slower in getting off the mark, there seemed to be more enthusiasm and willingness to drive such initiatives forward and in a more systematic and holistic manner even though some of the projects were in their very early stages of implementation. Research limitations/implications – Whilst this work provides key information on how Lean initiatives are implemented across different institution types, the work has only looked at a very small sample of two teaching focused HEI and two FEIs. The work will need to be extended much more widely to incorporate a larger set of HEIs (both research and teaching focused) in order to provide a more complete map of Lean development in HEIs. Practical implications – The aim of the paper is to provide Lean project leaders in HEIs with some additional key insights towards the cultural and organisation dynamics that exist in educational institutions other than HEIs in order to assist them in developing further and more comprehensive Lean programmes. Originality/value – This paper is the first of its kind to study the organisational and cultural dynamics that exist between differing educational institutions in their approaches towards the implementation of Lean and business improvement programmes. The key features highlighted in this work raise important issues regarding the need and importance of developing team dynamics around project implementation.

Sustainability assessment of the service operations at seven higher education institutions in Brazil

In the paper, we discuss the available research in the field of knowledge management (KM) from the specific perspective of higher educational (HE) institutions, as organisations comprised of experts. Based on the literature review, we develop a KM audit instrument and apply it to a specific HE institution in order to assess the status of its KM processes. From our study, we can conclude that even if an institution is ‘academic’ in nature and apparently successful, this fact does not necessarily mean that KM processes are institutionalised within the organisation. From this point of view, a HE institution is likely to be subject to the same limitations as any other organisation in the knowledge business. Our paper further gives recommendations to managers of HE institutions on how to assess the effectiveness of KM in their organisations as well as providing information for other researchers who want to conduct a KM audit in similar organisations. Copyright © 2007 John Wiley & Sons, Ltd.

With the rising number of major crises on college campuses today (Security on Campus Inc., 2009), institutions of higher education can benefit from understanding of how social networks may be used in times of emergency.What is currently known about the usage of social networks is not integral to the current practices of crisis management that are built on Drabek's (1986) phases.Social networks serve as prominent vehicles for disseminating information quickly and in times of disasters, have solved many problems plaguing communications (White, et.al.2009).The primary purpose of this dissertation was to understand if the advent of social networking during the last five years has changed the nature of critical incidents at institutions of higher education and if phases introduced by Drabek twenty-five years ago still accurately describe the evolution of modern critical incident management.These three exploratory questions served as the guides in the development and progress of this research study: 1) How has the evolution of a critical incident changed since Drabek first developed his framework, particularly in light of new social networking tools?; 2) To what extent has social networking, in its development over the past five years, affected critical incident management at institutions of higher education?; and 3) To what extent might Drabek's model be further adapted in consideration of social networks for purposes of critical incident management at institutions of higher education?An understanding and interpretation of the applicability of Drabek's phases for critical incident management in light of social networking is needed for it has the potential to present new consideration and guide institutions of higher education toward future best practices.This comparative case study takes an exploratory approach for vi qualitative inquiry using methods of observation, interviews, document analysis and process tracing to understand if the advent of social networking has changed the nature of critical incidents at institutions of higher education and if phases introduced by Drabek still accurately describe critical incident management.The data for this exploratory qualitative study consisted of content analysis, observations of social networks for a six-month period and interviews with chief student affairs officers from community colleges.The triangulation of data revealed that the advent of social networks has changed the nature of critical incident management at institutions of higher education and the phases introduced by Drabek may not accurately describe the evolution of modern critical incident management, particularly as new technologies, such as social networking, further complicate the development of critical incidents.

Background/Context Several studies have argued that the academic struggles of Latino/a students are connected, at least in part, to the dearth of Latino/a teachers and other school personnel who may be better equipped to meet the needs of this group. Others have suggested that there are significant academic benefits to having a more diverse teaching force. Despite significant population growth among Latinos/as in the United States, the teaching force remains overwhelmingly White, as Latino/a students continue to be underrepresented in institutions of higher education and, more specifically, within teacher education programs. Purpose/Objective/Focus of the Study Given the failure of teacher preparation programs to attract and retain more Latino/a students, and the implications that the shortage of qualified teachers has on Latino/a and other K–12 students, it is vital to learn from the challenges and successes of Latino/a preservice teachers to improve the ways in which teachers of diverse backgrounds are attracted into the field and prepared for this work. This article reports the findings of an ethnographic study in which a cohort of Latino/a preservice teachers was followed from the teachers’ recruitment into college, through their undergraduate years and, for most, their eventual transition into the teaching profession. Setting All the participants were undergraduate students enrolled in the teacher education program at a Predominantly White Institution (PWI) of higher education in the northeastern United States. Participants A cohort of 5 Latino/a preservice teachers recruited to the institution as part of a minority teacher recruitment program participated in the study. Research Design This article draws from data collected ethnographically, using phenome-nological interviews, observations, field notes, and student work products to document barriers that students encountered while navigating their preservice teacher education program. The author critically examines how this cohort of Latino/a undergraduates experienced systematic silencing, the result of the acts of individual agents and institutional practices and policies that manifested in overt and subtle forms of subordination. Findings The study reveals how subordination serves to marginalize students of color by hindering their full, active participation in teacher preparation programs through the silencing of their voices. Using critical race theory (CRT) and Latino/a critical race theory (LatCrit) as analytic lenses, the author describes multiple sites within the institution of higher education where students experienced silencing. Conclusions/Recommendations The article concludes with a discussion of implications, framed around the central tenets of CRT and LatCrit, for improving the recruitment and retention of Latino/a college students in teacher education, particularly as an important means for enhancing the educational experiences and outcomes for Latinos/as in K–12 schools.

Research goal: the research is aimed at theoretical substantiation of applying the augmented reality technology and its peculiarities at higher technical educational institutions. Research objectives: the research is to solve the problems of determining the role and place of the technology in the educational process and its possible application to physics training. Object of research: teaching physics to students of higher technical educational institutions. Subject of research: the augmented reality technology as a component of the training process at higher educational institutions. Research methods used: theoretical methods include analysis of scientific and methodological literature; empirical methods include studying and observation of the training process. Research results: analysis of scientific publications allows defining the notion of augmented reality; application of augmented reality objects during laboratory practical works on physics is suggested. Main conclusions. introduction of the augmented reality technology in the training process at higher technical educational institutions increases learning efficiency, facilitates students’ training and cognitive activities, improves the quality of knowledge acquisition, provokes interest in a subject, promotes development of research skills and a future specialist’s competent personality.

Because of the lack of a body which can control higher education or make standards that can be shared, the majority of higher education institutions in the Somali Federal Republic fail to have structured and clearly defined curriculum plans. Moreover, some do not even realise the importance of curriculum for their institutions, let alone having clearly defined objectives or goals for educational institutions to achieve in educating society. A curriculum is a map which guides the institution regarding its educational objectives. It is an assessment of how an educational institution defines those objectives. It is also the methods and means through which an educational institution maps out a way for students to find their way to success as defined by those objectives. An institution that plays the role to create a standardised curriculum in higher education is the national higher education commission (HEC). An HEC can stand as a body which regulates higher education, post-secondary education institutions, universities and other public and private higher education institutions. This paper will focus on the importance of curriculum development using examples where HEC can control and set standards which higher education institutions must follow. The paper will particularly try to answer the following questions: (i) How HECs can prescribe guidelines and conditions under which educational institutions set quality curricula, (ii) How HECs can monitor and evaluate the performance of educational institutions, and (iii) How HECs can advise institutions to develop appropriate curricula which balance teaching and learning.

The development of modern information-communication technologies has enabled the development of electronic knowledge distribution channels that expand the effective level of general and specialist education. This trend is also present in higher education because higher education institutions and institutes increasingly rely on the use of modern information-communication technologies in their operations. The effects of the use of personal computers, the Internet and global social networks are multiple in the higher education system as well. In the process of acquiring new knowledge, developing creativity, as well as ensuring greater activity in the process of education, new learning technologies, with the use of multimedia systems, created the prerequisites for the engagement of all individual and collective resources. The most important source of the state’s competitive advantage is the ability to educate and retain highly educated personnel in the field of information technologies. From that aspect, the paper discusses information technologies as a scientific discipline and general conditions for education in the field of information technologies. The impact of technical and pedagogical changes on education in this area is analyzed with particular attention. It is known that information technologies are suitable for vocational education, and the modern environment sets specific requirements regarding the applicability of knowledge acquired in higher education institutions. The dynamic and turbulent market emphasizes the applicability of knowledge as a key requirement in the educational process. These short researches propose new educational modules that should structure teaching in the field of information technologies in accordance with the global demand in this sector. Every society strives for a more efficient and economical system of education, and therefore the issue of the use of new information technologies in education comes down to the problem of creating a theoretically ideal model of the use of these technologies at all levels of education and work.

This article explores the context of scientific and technological activities of higher education institutions of Ukraine, summarized the main factors impeding the formation of an effective national innovation system. The emphasis is placed on the role of institutions of higher education in building an innovation-investment model of the economy. It is noted that the effectiveness of scientific and technical activities in general, and in institutions of higher education in particular, affect both the volumes and the structure of financing. Was compared the dynamic of spending on research and development in Europe, and noted that Ukraine is now stored in a downward trend. The structure of financing of research and development activities in Ukraine and some European countries was analyzed, it is estimated that there is currently a disproportion in Ukraine, and most of it falls on public financing. The generalization of international experience allows us to assert that in the countries with developed investment-innovative economy a significant place in the structure of financing of research and development activity is occupied by the business sector. This produces a synergistic effect both on the education system, which receives additional funding and on business competitiveness through the introduction of innovative product production. In addition, an important aspect of cooperation between institutions of higher education and the commercial sector is the creation of academic enterprises, and the introduction of the model of a "commercial institution of higher education". A significant impetus to this cooperation, fiscal instruments can be used both to businesses and to higher education by providing them with tax breaks, lower tax rates, innovative soft loans and other preferences. Considered fiscal instruments that are used in the world and outlined their possible impact on the innovation activities of higher education institutions of Ukraine. It is determined that the study of international experience may be the basis for building a system of fiscal instruments promoting cooperation between higher education institutions and entrepreneurship.