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Innovating higher education teaching and learning is challenging due to structural, cultural, and resource-related reasons, and research indicates that university innovation benefits from a bottom-up approach as well as strategic alignment with university objectives. In this paper, we investigate such bottom-up innovation processes within higher education as supported by a specific tool: the University Innovation Canvas (UIC). Adapted from the Business Model Canvas and Lean Canvas, the UIC is designed to promote educational technology innovation and foster alignment of the innovation process with strategic objectives of the university: namely, sustainability and user orientation. An evaluation of the UIC based on interview and questionnaire data shows that its usage differs between innovation teams (on paper vs. digital, individual vs. collaborative, co-located vs. remotely, and synchronous vs. asynchronous). UIC usability is linked with these differences and with teams' experience in realizing innovations. Overall, the UIC is perceived to be useful by (particularly, less-experienced) innovation teams and is successful at supporting sustainable and user-oriented innovations, as 14/15 innovations are still in use after up to four years since completion. To maximize its potential, more effort needs to be devoted to improving understanding of the UIC and supporting different workflows of innovation teams in the future. [ABSTRACT FROM AUTHOR]

This position paper describes the legal framework requirements when crediting digital teaching formats towards the teaching load in higher education medical teaching, as exemplified by the Federal State of Bavaria in Germany. It reveals the need for precise rules adapted to the advances in technology, if the process of digitalisation in higher education (HE) is not to come to a halt. If HE institutions are to act as centres of innovation with respect to the implementation of digital teachingand learningformats, then structural and strategic positioning with regard to e- and blended learning above all is called for in addition to financial resources, as well as the distribution and sustainable incorporation of digital offerings in faculties and HE institutions. There is a great deal of insecurity however with respect to the legal framework requirements and how best to count digital teaching towards one's own teaching load. This results to some extent from the complexity of current laws and regulations partially overtaken by didactic and methodological changes in education, with decentralised educational federalism only adding to the complexity. Bearing in mind teaching and learning formats that are undergoing change or have already been transformed, ways of adaptingthe (legal) framework to the digital shift need to be found, last but not least in order to offer enthusiastic teaching staff incentives to develop and expand digital formats. [ABSTRACT FROM AUTHOR]

This Open Praxis special issue compiles six selected papers derived from contributions presented at the 2021 ICDE Virtual Global Conference Week that took place online in October, including two articles that received the Best Paper Awards in the two conference tracks: innovation and open education, respectively. The issue includes three more research papers and one innovative practice article from the conference. Finally, the issue includes one book review. [ABSTRACT FROM AUTHOR]

This paper meanders with students from the Centre for Creative Education to understand care and our relationship with Camissa2. The authors explore Slow scholarship and research-creation frameworks that disrupt practices which remain entrenched in colonial, anthropocentric and patriarchal systems. Apartheid is felt by Black and Brown3 bodies through exclusions from the ocean and other spaces. This paper explores how enquiries and innovations open spaces for lost care practices to be re-membered. [ABSTRACT FROM AUTHOR]

One innovative strategy that can improve higher education is undergraduate students' engagement in research. Mentoring is one of the few opportunities that afford extended face-to-face and one-on-one instruction. However, mentoring undergraduate students in doing research is not the same at different types of colleges and universities. This paper gives insights from my perspective on how undergraduate students are being mentored in doing research in different university/college settings, namely a premier university (University of the Philippines Los Baños), a public research university (University at Buffalo), a public senior college (York College) and a private university (Pace University). The main goal of this paper is to compare the undergraduate research structure at the four institutions. I will discuss the advantages and disadvantages of each setting, emphasizing how I engaged my students to do research with emphasis at Pace University. This paper also includes the similarities and differences in how students achieved the following learning outcomes: knowledge, skills, attitudinal outcomes, and learned abilities. [ABSTRACT FROM AUTHOR]

This paper proposes a multiattribute group decision-making (MAGDM) based on the CoCoSo method under the intuitionistic fuzzy sets (IFSs) environment for quality evaluation of innovation and entrepreneurship education (IEE) in vocational colleges. First of all, this paper extends the CoCoSo to the IFSs environment. Second, a new MAGDM model for quality evaluation of IEE in vocational colleges based on the CoCoSo algorithm is built. In this algorithm, the attribute weight is derived by subjective weight and objective weight, and the objective weights are defined by using the CRITIC method. At the end of this given study, some comparisons are given to verify the decision effectiveness of the algorithm. [ABSTRACT FROM AUTHOR]

In the new contemporary pandemic paradigm, higher education in public administration and beyond knows challenges, barriers, and opportunities for the academic process. Shocks, environmental changes and physical distancing in recent years have led to the implementation of efficient solutions in educational services, based on artificial intelligence (AI). Thus, in the global academic landscape, many international universities have adopted a 'chatbot', a digital interface designed to stimulate conversation with people. Modern algorithmic communications have effects, such as: increasing the number of enrollments in public administration programs, improving academic experience and active student participation, while reducing administrative tasks on university staff. This paper aims to provide a glimpse on the perceptions of the potential impact of conversational artificial intelligence on public administration (PA) programs from universities and to reflect on its implications for university leaders and staff work and also on students' engagement. The paper will focus on how AI tools will help university programs to be more effective, and how technology will support the limited human resources in this sector. In order to gather the data for this research, the interview was used as well as case studies from international universities that have implemented a chatbot. The research findings capture technological and digital advances that will continue to shape the higher education landscape and its curricula, especially in PA programs. As a result, leaders will need to monitor how artificial intelligence, in particular conversational agents, influences universities' images; attraction and retention for students in PA programs and other important partners; staff productivity, and how to be more proactive in initiating pilot projects. This is one of the few publications that looks at the expectations for conversational AI in higher education today. In this sense, implementing a chatbot can be a competitive advantage in a market where modern technologies weigh heavily and make a difference. [ABSTRACT FROM AUTHOR]

THE QUALITY AND QUANTITY OF RESEARCH publications are used as benchmarks to monitor the performance of South Africa's national system of innovation. The indicators are pertinent to the policies of the Department of Education, which distributes funds for research at institutions of higher education by measuring the volume of research outputs. In this article, we present a scientometric assessment of research in South Africa in the context of the rest of Africa and in comparison with Brazil and India—two countries with which South Africa aims to develop strong scientific ties. We find that South Africa has published a significant number of papers in all 22 disciplines represented in the ISI's Essential Science Indicators. The largest numbers of journal articles in a 10-year period (1996-2005) were published in the categories Clinical Medicine, and in Plant and Animal Sciences, with over 7000 papers each. Three groupings, namely, Chemistry, Geosciences, and Environmental/Ecology, form the second cluster of disciplines in terms of the highest number of publications (2966, 2488 and 2386, respectively). In all 22 subject categories, India and Brazil are rated higher than South Africa in terms of number of publications, but South Africa is ranked above these countries in relation to citations per paper in all disciplines. Egypt outranked South Africa in three disciplines in the period 1995-2004, namely, Chemistry, Engineering, and Materials Science, as did Nigeria in Agriculture in 1996-2005. In addition to the three disciplines in the earlier period, Egypt outranked South Africa in 1996-2005 in Physics, Agricultural Sciences, and Pharmacology/ Toxicology. However, South Africa scored higher than both African countries in all disciplines in terms of citations per paper. [ABSTRACT FROM AUTHOR]

The call for the decolonisation of universities and curricula in South Africa was at the centre of the 2015 Fallist protests. The protests, which left a trail of destruction and many universities closed for periods of time, had as one of their positive outcomes the precipitation of a renewed interest in the decolonisation of university education debate. The debate on decolonisation at the Durban University of Technology (DUT) in South Africa is long overdue, given that the Western model of academic organisation on which it, like most South African universities, is based, remains largely Eurocentric. This paper adds to the debate by discussing what decolonisation might mean to the DUT's students, staff and the greater community. It explores the importance of decolonisation and how this process can be taken forward at DUT. The purpose is not to prescribe how decolonisation is to be done but to open up ways of (re)thinking university curricula and opportunities for further discussion and action. [ABSTRACT FROM AUTHOR]

The purpose of this research is to contextualize the behavior of publications on complex thinking in education. A total of 428 documents compiled in Scopus from 1937 to 2022 were analyzed with a bibliometric study considering criteria such as "complex thinking", "complex thought", and "reasoning for complexity", all combined with education. The results show 153, 47, and 5 publications for each criterion with their related disciplines, citations, types of documents, universities, prominent authors, researching countries, and the general diachronic evolution of the subject, this allows to establish an idea about the implications of the present study according to one of the most important databases in the world. It is concluded that complex thinking and its relationship with education awakens a greater interest in the academy, not only because of its incidence in diverse fields that are nourished by it for the generation of new multidisciplinary knowledge but also because of the published research that demonstrates its transcendence. [ABSTRACT FROM AUTHOR]

Today, modern educational models are concerned with the development of the teacher-student experience and the potential opportunities it presents. User-centric analyses are useful both in terms of the socio-technical perspective on data usage within the educational domain and the positive impact that data-driven methods have. Moreover, the use of information and communication technologies (ICT) in education and process innovation has emerged due to the strategic perspectives and the process monitoring that have shown to be missing within the traditional education curricula. This study shows that there is an unprecedented increase in the amount of text-based data in different activities within the educational processes, which can be leveraged to provide useful strategic intelligence and improvement insights. Educators can apply the resultant methods and technologies, process innovations, and contextual-based information for ample support and monitoring of the teaching-learning processes and decision making. To this effect, this paper proposes an Educational Process and Data Mining (EPDM) model that leverages the perspectives or opinions of the students to provide useful information that can be used to enhance the end-to-end processes within the educational domain. Theoretically, this study applies the model to determine how the students evaluate their teachers by considering the gender of the teachers. We analyzed the underlying patterns and determined the emotional valence of the students based on their comments in the Students Evaluation of Teaching (SET). Thus, this work implements the proposed EPDM model using SET comments captured in a setting of higher education. [ABSTRACT FROM AUTHOR]

The main research objective of this paper is to point out potentials and limitations of the Internet in the process of learning in higher education, through review and analysis of literature. The results of this theoretical study emphasize positive aspects of the Internet use in the learning process of university students that arise from the Internet features such as high technical capabilities, power, speed, universality and accessibility, as well as high sensitivity of young people to the means of new media. The positive effects of the application of the Internet were pointed out in research studies that analysed the process of innovation in higher education, the changes in the culture of learning, or certain aspects of personality development of university students. In contrast, some studies pointed out the limitations that may occur when using the Internet in the learning process related primarily to the credibility of the information, light and entertaining content dominance, and dependence on technology. Accordingly, it is recommended to adopt the measures on a larger scale that will affect the greater use of the Internet in the process of acquiring knowledge, especially in the field of higher education. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to analyse the nature of societal regulatory control systems developing an analytical framework drawing from Jurgen Habermas' notion of "steering" and an understanding of "performance management systems". It seeks to provide a conceptual language of "relational" and "transactional" approaches to regulation both generally and in relation to higher education (HE). The paper aims to illustrate that different types of regulation are related to the different contexts in which they are developed. Design/methodology/approach - The paper undertakes an in-depth analysis of regulatory frameworks and financing at a general level and in the specific context of HE in England in order to analyse the nature of the processes of steering both empirically and conceptually. The paper ends with some evaluatory reflections on the conceptual framework and in relation to the regulatory processes of HE in the England following this change. Findings - The paper argues that the societal regulatory requirements, of a "relational" or "transactional" form use financing as central tools of "steering", both generally and in HE. In HE two dominant institutional steering media are identified: regional Funding Councils, (in England, the Higher Education Funding Council of England (HEFCE)) and the Research Councils (RC). Regulation of funding flows from the two bodies is described using the conceptual framework developed. HEFCE's regulations are more "relational" in nature relative to the RCs more "transactional" systems. Located in two different Government departments until June 2007, these two funding organisations were then brought together to form the Department of Innovation, Universities and Skills (DIUS); they are now (since June 2009) part of the Department for Business Innovation and Skills (DBIS). Originality/value - The paper provides a conceptual framework by which to understand regulation more generally and demonstrates the significance of this framework by providing new insights into the changing societal regulatory context of HE in England. [ABSTRACT FROM AUTHOR]

This paper examines the impact of weblogs on individual learning processes in a university environment. It outlines experiences with weblogs as an instrument of learning reflection or a learning journal. This paper presents an innovative didactical concept based on the Web 2.0 paradigm and evolving technologies. Weblogs have emerged with the paradigm of Web 2.0 and user-generated content and have gained in importance through the various evolving application contexts, for example, the transfer of knowledge within enterprises, the communication and exchange of experiences with customers, and even the acquisition of projects by power bloggers. In this paper, weblogs are considered in the specificity of learning journals that focus on two objectives: first, supporting individual learning by means of reflection as the most effective method of individual learning; and, second, multiplying these efforts through interaction and discussion within a group of individuals with common interests. The latter is based on contribution-based pedagogies that maintain that collaboratively creating learning resources and sharing them with others are promising practices through which students can learn. Additionally, it is argued that this style of teaching relates to a growing trend in higher education in which the focus of learning is moving away from building a basic knowledge store and toward emphasizing a wider range of skills. We successfully applied the weblog approach to several academic courses during which qualitative and quantitative data were collected in an empirical study. This paper reflects our experiences with weblogs as a support for university lectures and is based on four semesters of exploration and adaptation. Within the scope of the research approach of design research (Hevner et al. 2004), it provides a structured method to support individual learning processes within a learning community realized by a weblog in the specificity of a learning journal. Verification with students and experts has led to a holistic method through which lecturers and coaches can successfully integrate weblogs into academic courses or even professional trainings. This paper addresses both academic learning and professional education management initiatives. Essentially, it aims at in-house trainings in enterprises, vocational schools, and universities. Interviews with experts will also reveal how to successfully align this method with professional trainings. In conclusion, this paper suggests a method with which to design a learning environment by means of learning journals to enforce increased individual learning. More specifically, it reveals that learning journals enable the achievement of level three (transfer to and application in the working environment) of Kirkpatrick's (1994) four-level model, which was generated to evaluate learning programs. [ABSTRACT FROM AUTHOR]

This paper reports a project designed to explore the elements that help and hinder the adoption of mobile devices in higher education. This study is focused on the use of mobile phones, specifically iPhones, for teaching and learning in the domain of English language at a university in Hong Kong. Using a range of quantitative and qualitative data, the study illustrates how smart phones and tablets might be used effectively for developing more suitable learning designs, and improving digital literacies in students and academic staff. The artifacts developed by students were used in an e-portfolio environment. There was evidence of students engaging with smart phones in the learning environment, which led to improved learning artifacts. A number of challenges were encountered and these are explored in the paper. [ABSTRACT FROM AUTHOR]

Copyright of Form@re is the property of Firenze University Press and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This paper focuses on the production and use of learning resources within an engineering curriculum that support the development of independent learners. The most important contribution is to propose pragmatic learning approaches which improve the student learning experience and reward their engagement. The paper gives evidence that the introduction of new learning resources and approaches need not be labour intensive, expensive or complicated and thus be both cost effective and straightforward to implement, creating a win/win scenario for the staff and students. Several examples of novel learning resources and approaches developed by the author for use within an engineering curricula are presented and evaluated. [ABSTRACT FROM AUTHOR]

This paper identifies what can be called the 'paradox of interdisciplinarity' (Weingart ) in Australian higher education research governance and explores some of its constitutive dimensions. In the Australian context, the paradox of interdisciplinarity primarily concerns the proliferation of a programmatic discourse of interdisciplinarity in government reports and government policy and strategy documents, often tied to notions of innovation and applicability, parallel to the persistence or even reinforcement of modes of governance and associated mechanisms that almost exclusively rely on rigid discipline-based classification systems to evaluate and fund research. Two interrelated dimensions of this apparent paradox are discussed. First, the conceptions of knowledge that underpin the use of notions of disciplinarity as well as interdisciplinarity in Australian government reports and policy and strategy papers are analysed. Second, an analysis of the Australian research governance system and its underlying mechanisms is presented, as they pertain to interdisciplinary forms of research. On the basis of these analyses, it is concluded that there is a significant mismatch between the discourse of interdisciplinarity and associated conceptions of knowledge on the one hand, and current, relatively inflexible governmental research funding and evaluation practices on the other. It is finally proposed that the occurrence and perpetuation of such a mismatch in the Australian context can only be understood properly if placed in the context of a more general paradox of research governance, where a politically charged rhetoric of innovation conflicts with the actual trend toward an increasingly diminishing scope for the self-organisation of knowledge. [ABSTRACT FROM AUTHOR]

Grand challenges are complex problems that are common to much of society, affect large populations, and may have several possible solutions. Incorporation of grand challenges into higher education courses can facilitate the development of collaborative problem-solving skills while providing relevant and practical opportunities to experience the dynamics involved in real-world work. Although grand challenges are becoming more commonly used in higher education, to date, there has been no synthesis of how grand challenges are incorporated and the learning outcomes of engaging in grand challenge work. In this scoping review, we examined and mapped the state of evidence for the use of grand challenges in higher education. We conducted the review according to the Johanna Briggs Institute methodology for scoping reviews and considered quantitative, qualitative, and mixed-methods studies as well as literature reviews, program descriptions, and opinion papers published in English without limitations on year of publication. We used a data extraction tool to synthesize and present our findings in a tabular form with accompanying narrative summaries. The results reveal a growing global interest in the use of grand challenges in higher education while highlighting a lack of rigorous empirical evidence on the impact on student learning. [ABSTRACT FROM AUTHOR]

This paper aims at verifying the measurement capacity of a tool for teaching assessment at the University of Padova (Italy). The study is part of a project for improving academic educational innovations and the quality of academic teaching: an evaluative research approach thus allows reflection on useful teaching practices to share problems and find common solutions. This paper focuses on the contents and characteristics of statistical validity and reliability of the tool used, in an online survey to measure students' opinions of teaching (first-cycle, second-cycle, and single-cycle degree courses). [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to analyze the production function nexus between higher education practice and the development of innovation-related competencies by university graduates in Spain. The research hypothesis is the presence of statistically significant relationships between the development of innovational competencies and the modes of teaching and learning used in higher education practice. Design/methodology/approach – The relationships are modeled through a set of stochastic frontier and variance component equations with the development of each competency as the dependent variable. The main explanatory variables capture the prevalence of diverse teaching/learning modes and the behavior of graduates during their studies. Controls for individual and study programs are also included. Data comes from the European graduate survey REFLEX and includes about 5,500 records. Findings – Estimates show evidence of significant marginal effects of the teaching and learning modes and the development of specific competencies by graduates. Proactive methods in general, and problem-based learning in particular, appear as the most effective classroom practices to develop the competencies required to innovate in the workplace. Research limitations/implications – To guide the implementation of reforms in higher education, more must be learned about possible trade-offs between the diverse types of resources involved and the outcomes obtained. Resources should be examined in terms of their relative costs and the results interpreted with regard to their value to individuals and society. Originality/value – To the authors' knowledge, this is the first paper to explore quantitatively the influence of higher education practice on the development of the capabilities required to innovate in the workplace. [ABSTRACT FROM AUTHOR]

This paper describes how an intelligent chip architecture has allowed a large cohort of undergraduate (UG) students to be given effective practical insight into integrated circuit (IC) design by designing and manufacturing their own ICs. To achieve this, an efficient chip architecture, the "Superchip," was developed, which allows multiple student designs to be fabricated on a single IC, and encapsulated in a standard package without excessive cost in terms of time or resources. This paper demonstrates how the practical process has been tightly coupled with theoretical aspects of the degree course and how transferable skills are incorporated into the design exercise. Furthermore, the students are introduced at an early stage to the key concepts of teamwork, exposure to real deadlines, and collaborative report writing. This paper provides details of the teaching rationale, design exercise overview, design process, chip architecture, and test regime. [ABSTRACT FROM AUTHOR]

The literature on the re-use of learning materials has largely focused on the development of materials. This paper explores how re-use can be stimulated after learning materials have been developed and made available. We searched for and developed guidelines that support staff and/or management most frequently adopt in cases of (un)successful re-use of existing digital teaching and learning materials and methods by teachers in higher education. In a grounded theory approach, we collected existing guidelines from 11 literature studies, and developed new guidelines from 19 (mainly Dutch) case studies. Through constant comparison, we developed 'low-level' guidelines, which were classified into high-level guidelines. Five high-level guidelines turned out to be robust when subjected to repeated comparison with the case studies. Further, this paper elaborates existing guidelines by showing specific elaborations of them in our case studies. [ABSTRACT FROM AUTHOR]

Over the last ten years e-learning has rapidly emerged as a potentially effective mode of higher education, but it is still unclear what factors are important in the design of an effective e-learning course. e-Learning has been described as being a "disruptive technology" that changes how learning is approached in higher education (Garrison and Anderson 2003). The extensive changes in the technologies over the last decade have the potential to influence the way we engage with knowledge, but the potential will only be realised if we integrate this with an understanding of learning, and design the use of e-learning technologies accordingly within different contexts (Laurillard 2005). This paper explores the influence of the areas of technology, pedagogy and context on e-learning practice in higher education. Three vignettes relating to e-learning are presented which represent the shifts in technology and the tensions and influences of this on context and pedagogy. These vignettes provide the background context within which to discuss the design of an e-learning alignment guide (eLAG). This guide is a navigational tool, which offers e-learning designers a perspective on navigating the e-learning topography. It is devised to assist practitioners when navigating the changing and complex terrain of e-learning and teaching. The key finding of this paper is that technology, pedagogy and context need to be closely aligned in order to realise the potential of e-learning in higher education. [ABSTRACT FROM AUTHOR]

Today's world requires people who manage their learning and professional updating processes, which claims for a change in educational practices in all levels of education. However, in Higher Education, this transformation relies mostly on teacher's efforts to innovate within the learning environments, requiring institutional efforts to generate strategies towards educational innovation. This paper presents the analysis of didactic trends and training needs of teachers at UNIMINUTO Colombia, based on the data gathered at the Annual Meetings for Innovative Pedagogical Practices and an additional survey applied on-line, to determine teachers' training needs and, furthermore, institutional strategies to strengthen the teaching-learning process. The study uses a mixed methodology through a concurrent triangulation design with qualitative and quantitative methods, with an exploratory scope; both quantitative and qualitative parts of the study counted on a voluntary sampling method. Trend analysis shows that the most used didactic methods are Project-Based learning, Research-Based Learning, and Collaborative Learning. However, the analysis of teachers' appropriation of knowledge about didactics, especially on those strategies, is low or basic, which compared to the training needs expressed by teachers demonstrate that training processes in educational innovation and new teaching methods is crucial to help educational innovation initiatives to evolve. The study stablishes a trend towards the use active-learning methodologies in pedagogical practices, highlighting the necessity of teachers' training in how and when to use them, and setting the importance of including communication skills as a topic in teachers' training programs. [ABSTRACT FROM AUTHOR]

Progress files, involving personal development planning (PDP), are becoming a feature of many higher education systems internationally. In the UK they will become mandatory for all undergraduate students from 2005. This presents a major implementation challenge, because while reflection has been a cornerstone of practice in some areas of higher education for a considerable time, its generalisation as national policy changes its discursive location. The paper presents findings from a case study of the implementation of PF in one UK Higher Education Institution (HEI). It reports on how staff in one institution understand PF in the context of national policy, and on how they interpret the challenges they face in facilitating reflection for all students. The paper argues that pedagogical innovations take on a different meaning when applied to the system as a whole. [ABSTRACT FROM AUTHOR]

This year sees the 40th anniversary of the first policy paper regarding the use of computers in higher education in the United Kingdom. The publication of this paper represented the beginning of the field of learning technology research and practice in higher education. In the past 40 years, policy has at various points drawn from different communities and provided the roots for a diverse field of learning technology researchers and practitioners. This paper presents a review of learning technology-related policy over the past 40 years. The purpose of the review is to make sense of the current position in which the field finds itself, and to highlight lessons that can be learned from the implementation of previous policies. Conclusions drawn from the review of 40 years of learning technology policy suggest that there are few challenges that have not been faced before as well as a potential return to individual innovation. [ABSTRACT FROM AUTHOR]

Higher education institutions have been investing in teachers' professional development and pedagogical innovation, on the one hand, aiming to promote the quality of institutions and, on the other hand, aiming to promote students' personal and academic development. One of the methodologies that has received particular attention is service-learning, which aims to promote students' learning by providing a service to vulnerable community groups. In this study, we aim to present the results of the application of this methodology in a fourth-year social work course. To this end, a mixed-methods study was conducted with 10 students in the Contemporary Social Work III course using the service-learning methodology. Students experienced between 15 and 30 h of service-learning, most of them for 7 weeks or more in an elder care institution, with varied activities such as social consulting and home visits. When we tried to understand the students' perceived impact, we found higher mean scores in the post-test, with statistically significant differences on several dimensions, particularly self-confidence, problem solving, adaptability and flexibility, dealing with diversity and multiculturalism, understanding complex social issues, and a sense of purpose and life. These data are aligned with the qualitative analysis, which identified six themes such as the integration of practice and theory, development of skills, positive impact on academic training, valuing practical experience, reflective and meaningful learning, and support and guidance. The results highlight the value of pedagogical innovation for students' skills, especially when it is aligned with the identity and mission of the institution and the values of the study program. [ABSTRACT FROM AUTHOR]

Amidst the backdrop of contemporary conflicts and hostilities unfolding across various regions globally, the landscape of higher education is confronted with a myriad of novel challenges and prospects. War initiates the need for rapid and effective innovations in education to ensure access to learning in times of crisis. The objective of this article is to assess and scrutinize the application of modern technologies in higher education amid periods of conflict, focusing specifically on their influence on educational accessibility and quality within nations grappling with wartime circumstances. To achieve this goal, an analysis of scientific literature and publications was conducted. The conducted research revealed that the utilization of modern technologies in higher education during the war contributes to increasing the availability and quality of education. These technologies make it possible to provide distance learning using remote forms of communication and learning. The conclusions show, that the utilization of modern technologies in education is a key factor in ensuring continuous learning during war and conflict. These technologies allow efficient use of resources and provide a high-quality educational environment for students in difficult conditions. [ABSTRACT FROM AUTHOR]

The diversified literature on innovation processes impedes innovation and entrepreneurship education in providing a holistic innovation process model while practitioners struggle to implement innovation processes in the face of trends such as servitization and digitalization. This paper aims to shed light on how innovation processes are depicted by lectures and educators to establish a validated process view on digital innovation for services which will help provide grounding for innovation and entrepreneurship teaching. Consequently, this work expands innovation process and innovation teaching literature and contributes to high-quality up to date innovation and entrepreneurship education by providing propositions towards innovation processes and teaching practices. [ABSTRACT FROM AUTHOR]

In the face of global competition and rising challenges that higher education institutions (HEIs) meet, it is imperative to increase innovativeness and efficiency of their management. Benchmarking can be the appropriate tool to search for a point of reference necessary to assess institution's competitive position and learn from the best in order to improve. The primary purpose of the paper is to present in-depth analysis of benchmarking application in HEIs worldwide. The study involves indicating premises of using benchmarking in HEIs. It also contains detailed examination of types, approaches and scope of benchmarking initiatives. The thorough insight of benchmarking applications enabled developing classification of benchmarking undertakings in HEIs. The paper includes review of the most recent benchmarking projects and relating them to the classification according to the elaborated criteria (geographical range, scope, type of data, subject, support and continuity). The presented examples were chosen in order to exemplify different approaches to benchmarking in higher education setting. The study was performed on the basis of the published reports from benchmarking projects, scientific literature and the experience of the author from the active participation in benchmarking projects. The paper concludes with recommendations for university managers undertaking benchmarking, derived on the basis of the conducted analysis. [ABSTRACT FROM AUTHOR]

This article is based on a keynote paper presented at the European Conference on Educational Research (ECER), University College UCC, Copenhagen, 22–25 August, 2017. In this paper, I problematise the idea that we live in an era of constant change with respect to education and educational research. I claim that what presents itself as change on supra-national as well as national levels, or even in classrooms, more often than not has to do with adjustments within a given reality rather than of a radical and profound change of this same reality. The response to this situation I will suggest is to mobilise radical forms of theory that address the inherent emancipatory and transformational character of education. This kind of theory, I argue, actually also addresses the central characteristics of a truly pluralistic democracy. Drawing on Jacques Rancière and Judith Butler the paper will lay out some arguments for resisting an anti-democratic and anti-pluralistic tendency within what I will call ‘pre-Sophist’ educational trends and instead promote an education that is concerned with a ‘liveable life’ for all. [ABSTRACT FROM AUTHOR]

Copyright of Informatica (03505596) is the property of Slovene Society Informatika and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

It is very important to evaluate the quality of innovation and entrepreneurship education for college students. On the basis of analyzing the current research of the quality evaluation of innovation and entrepreneurship education, This paper constructs an evaluation index system of innovation and entrepreneurship education quality of college students with 5 dimensions:Innovation and entrepreneurship education curriculum and activities, Innovation and entrepreneurship education conditions, Innovation and entrepreneurship education channels, Self innovation and Entrepreneurship, Innovation and entrepreneurship education effectiveness, and 21 sub indexes, establishes an evaluation model based on extenics, conducts empirical research on 8 universities in Ningbo city, and puts forward corresponding suggestions. [ABSTRACT FROM AUTHOR]

This paper provides the results of the survey conducted among the teachers and principals of comprehensive secondary schools of Kharkiv as to their awareness of how to abide by, draw up and defend intellectual property rights. The paper suggests implementing a system of actions to further the qualifications of educators in this area by introducing relevant special courses, delivering lectures and workshops, or obtaining a second higher education degree. [ABSTRACT FROM AUTHOR]

Purpose: The requirements of a business executive include the talent and creativity to solve problems and adapt to continuous changes presented by the economic and social environment. However, the university does not often prepare students in these skills. Businesses simulations are didactic tools in which participants assume a role and make decisions which affect the results of the company. This paper aims to provide empirical evidence on the effectiveness of business simulations in university teaching. Design/methodology: We have implemented business simulations in a course in the College of Economics at the University of Valencia, during the 2015-2016 academic year. Questionnaires were used to collect the students' opinions about this educational tool. Findings: Students are motivated and concentrated during all activities, which has promoted cooperation and/or competition. They therefore perceive these simulations as a useful tool to acquire skills, especially those linked to decision making, problem solving, and the analysis of business information. Research limitations/implications: No common theoretical framework exists in the literature for measuring the results of the learning. This study investigated the influence of three subjective variables. In this sense, future research could expand on the number of variables and include objective data. Practical implications: Improvement of the educational process. Social implications: Students receive a comprehensive education, including a set of social behaviors and cognitive, psychological and sensory skills, which enable them to respond successfully to new demands in the labor market. Originality/value: Much has been written about the usefulness of simulations in education, but there is little empirical evidence on the learning outcomes that result from their use. [ABSTRACT FROM AUTHOR]

Cyber counselling or e-therapy has widely been adopted as the new approach to give an insightful guidance into the clients. In higher education (HE) level, this initiative seems to have rarely been involved due to some technical requirements and preparations. This paper aims to present the approach of e-therapy using mobile application design. The finding illustrates that promoting this model application can theoretically assist the transmission process of counselling in the academic circumstance where both students and advisors may have a continuous engagement with more convenient quality in solving the issues surrounding the academic purposes. The attainment of this paper is expected to contribute in enabling the process of academic counselling in the context of higher education (HE). Strengthening practical and relational value maintaining connection to facilitate the sensitive issues disclosure is expected to help students solve their academic issues, such as reflecting the learning achievement. [ABSTRACT FROM AUTHOR]

In the current conditions, the digitalization of education in almost all countries of the world has become a vital strategy for the total restructuring of traditional forms, tools, methods and technologies of education. At the same time, the issue of financial literacy is one of the priorities in education since the level of social welfare and the level of economic development of the country depend on the level of financial literacy. The article is devoted to a thorough scientometric review of scientific publications on the digitalization of financial education, highlighting key ideas, trends in developing scientific views, prospects, and opportunities for further research. The bibliometric analysis was carried out using specialized methods and tools, in particular, in-built Scopus and WoS databases tools, VosViewer software, and the Google Trends web application. Publications were extracted from the two scientometric databases, Scopus and WoS, in the time interval from 1990 to February 2024. A dynamic analysis of research articles showed their intensive growth since 2020, which is due to increased attention to digital education in the context of global transformations, the COVID-19 pandemic, and military conflicts. A transnational representation of the research was identified, with key geographic centres in the United States, the United Kingdom, and China. A country-by country analysis confirmed the connection between researchers due to similarities in educational strategies and geographical proximity. Using the results of the constructed bibliometric map, the thematic analysis identified 4 key clusters that confirm the central role of digitalization in financial education. Within the clusters, thematic groups of scientific publications were identified (innovations in education and digital technologies, socio-economic challenges in education, leadership and competitive advantages in education, financial and economic aspects of education, etc. The analysis identified promising research areas, including strategies to improve access to educational resources during crises, studying the impact of Industry 5.0 on financial education, studying financial innovations in education, and researching inclusive digital education. [ABSTRACT FROM AUTHOR]

OpenCourseWare (OCW) and Open Educational Resources (OER) are two new and closely related educational technologies. Both provide open access to learning materials for students and instructors via the Internet. These are for the moment still very young technologies. While they have grown dramatically in just ten years there is still relatively little literature about their application in higher education. This paper will introduce the technologies, discus their potential, and offer some concepts for where researchers may take the topic in the future [ABSTRACT FROM AUTHOR]

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The article presents a research paper which aims to explain the potential of Web 2.0 and its knowledge system or episteme to counter the transcultural learning zones in higher education in the context of internationalisation and massification. The study shows how non-foundational method of Web 2.0 provides capacity in constructing postcolonial transcultural learning zones that are open to knowledge discourse and systems. Results of the study show that socially oriented episteme of Web 2.0 allow educators to construct postcolonial transcultural learning zones in which privilege in knowledge system or discourse is not inherent.

Universities are undertaking transformation projects that align their work with the Sustainable Development Goals. This paper describes how Ocean I3, an educational innovation project that aims to reduce plastic in the sea, has made an impact on its community over its three editions (2018/19 to 2020/21). Methodologically, it has been approached by the people who make up the technical team and academic coordination as an exploratory study using discrete, non-reactive techniques, mainly from the public domain (websites, blogs, press releases, etc.), and instruments, such as field notes and work material to manage, organize, and train within the project. The analytical procedure has represented a dynamic and systematic process of categorisation. The results highlight the repercussion of the project in terms of capstone projects, master's thesis, coursework, etc., produced by the students involved; association with employability; collaborative work from the teaching teams; monitoring experience for research purposes, and social dissemination of the project. It concludes by suggesting lines for Ocean I3 to work on in the future to make its footprint sustainable in institutions over time. [ABSTRACT FROM AUTHOR]

At the crossroads of current innovation policies towards a European Research Area (ERA) and a European Higher Education Area (EHEA) lies an important province of higher learning and research: doctoral training and the further careers of PhD graduates. A considerable number of higher education systems across Europe shift their paradigms for doctoral training away from the traditional so-called Humboldtian model towards the so-called professional model. On this background, the paper discusses (1) the German pattern of a strong link of the PhD to the labor market outside academe that is based on a traditional academic-disciplinary mode of apprenticeship training, and (2) approaches that argue for a new mode of knowledge production replacing an academic-disciplinary model of research training by a hybrid model that crosses disciplinary and organizational borders. The paper argues that a diversity of organisational and structural forms as well as different validation criteria and procedures will probably determine the future face of research training. [ABSTRACT FROM AUTHOR]

This paper discusses the driving forces behind the Bologna process, its advantages and possible negative effects. It also analyses the dangers that may result in commoditisation of the European higher education systems, in emergence of rigid accreditation systems and of a centralised bureaucracy that will impair innovation and creativity.The paper develops the idea that the Bologna process may be interpreted as a step in the neo-liberal movement to decrease the social responsibility of the state by shortening the length of pre-graduate studies and transferring responsibility for supporting employability to individuals through graduate studies.Consideration is also given to the mechanisms and forces behind the Bologna process that try to present an apparent climate of consensus despite some obvious difficulties and disagreements at the level of implementation. [ABSTRACT FROM AUTHOR]

This paper discusses the design-based research approach used by the Center for Innovation in Learning and Student Success (CILSS) at the University of Maryland, University College (UMUC). CILSS is a laboratory for conducting applied research that focuses on continuous improvements to the university's instruction of curriculum, learning models, and student support to identify promising innovations for underserved populations in adult higher education; to drive adoption of next-generation transformational online learning; to develop new educational models based on learning science, cutting edge technology, and improved instructional methods; to help more UMUC adult students succeed by increasing retention and graduating more students in shorter time frames (thus reducing their costs). As such, leveraging technology and pedagogy in innovative ways is key to the Center's work. CILSS serves as the research and development arm for the university, promoting innovative ideas and breakthroughs in learning. In this paper, we detail one interpretation of design-based research (DBR) and how it can be applied by an innovation center working within a university for program evaluation. We also posit that the conceptual framework and assumptions of andragogy (Knowles, 1984) have applicable relevance to the instructional shifts that include adaptive learning in the curriculum. A review of the literature on DBR explores the central features of this approach. A review of andragogy as the conceptual framework for this paper highlights what we believe to be the central features of the evaluation approach of adaptive learning software. We then present the model used by CILSS when designing and testing a pilot project. To illustrate the approach, we provide the example of a recent pilot that uses the adaptive learning software RealizeIt in UMUC's Principles of Accounting I course, a course that traditionally has lower than average success rates. [ABSTRACT FROM AUTHOR]

Background: The undergraduate science, technology, engineering, and mathematics (STEM) education community has developed a large number of innovative teaching strategies and materials, but the majority of these go unused by instructors. To help understand how to improve adoption of evidence-based education innovations, this study focuses on innovations that have become widely used in college-level STEM instruction. Innovations were identified via a questionnaire emailed to experts in STEM instruction. Descriptions of identified innovations were validated by preparing brief descriptions of each innovation and sending them to the original developers, when applicable, for feedback, and searching relevant literature. Publicly available funding data was collected for each innovation. STEM disciplines surveyed include biology, chemistry, computer science, engineering, geoscience, mathematics, and physics. Results: The 43 innovations identified were categorized based on two criteria: level of specificity (general, recognizable, branded) and type of change (pedagogical, content, both, neither). The 21 branded innovations were analyzed in more detail. The majority (14/21) require relatively modest changes in pedagogy and no changes in content. In addition, nearly all have received at least 3 million dollars in external funding over at least 10 years. Conclusions: This paper presents the full list of instructional innovations produced, which can be used by educational innovation developers to understand how their ideas fit within the broader landscape and to identify innovations in one discipline that may have promise for transfer. The findings regarding funding of the branded innovations have important implications for both educational innovation developers and funding agencies. In particular, the study indicates that a long-term mindset and access to long-term funding are vital for broad adoption of new teaching innovations. [ABSTRACT FROM AUTHOR]

Universities have discovered that learning need not dwell inside the confines of the four traditional classroom walls. The internet provides a vital link to information like never before. As the number of internet users has increased, universities have begun to rely more heavily on technology in the delivery of course content and instruction. The use of technology has been purported to have the potential to lead the way in developing more competent technology and educational leaders in schools as well as reforming leadership preparation and reaching a more inclusive population of administrator aspirants. Online education seems set on its course to overtake traditional colleges within the next few decades, especially as society becomes ever more dependent on the internet to get work done. This research paper examines areas in which educational programs can meet today's global standards, allow for the greatest flexibility in meeting student needs, and yet continue to increase leadership and educational opportunities for all student groups. The purpose of the study is to outline: whether distance technology is indeed used; what types of distance technology are employed; what goals drive the implementation of distance technology; and what factors inhibit the successful use of distance technology in higher education engagement graduate employability. The paper aims to focus on the issues involve the role of higher education in improving employability in developing the students' potential and flexibility to adapt their knowledge, skills, and attitudes to the labor market. In view of this, distance universities may have an important role in designing and implementing accreditation standards for employability. The attention should be paid to the development of transferable skills such as critical thinking, oral expression and team work to promote employability while raising the quality standards of the Higher Education Degree. [ABSTRACT FROM AUTHOR]

In order to improve the adaptive scheduling ability of the innovation and entrepreneurship education model for college students, a brain computing-based innovation and entrepreneurship education model for college students is proposed. Through career-planning education, team training will gradually cultivate the leadership skills of entrepreneurs and improve the overall level of innovation and entrepreneurship of college students. The paper proposes to use the fuzzy neural network algorithm to analyze the control constraint parameters of the college students' innovation and entrepreneurship education model and optimize the design of the control objective function of the university. The control of students' innovation and entrepreneurship education model is carried out using quantitative optimization methods. The fuzzy neural network is used to identify the control rights of college students' innovation and entrepreneurship education model through label recognition technology, and the control objective model of college students' innovation and entrepreneurship education model is constructed. The adaptive load-balancing control method is adopted to control the innovation and entrepreneurship education model of college students. Research shows that this method has a good balance and adaptive control ability in the construction of college students' innovation and entrepreneurship education model. [ABSTRACT FROM AUTHOR]