Higher education for a sustainable world

Purpose: The paper aims to explore the nature and purpose of higher education (HE) in the twenty-first century, focussing on how it can help fashion a green knowledge-based economy by developing approaches to learning and teaching that are social, networked and ecologically sensitive. Design/methodology/approach: The paper presents a discursive analysis of the skills and knowledge requirements of an emerging green knowledge-based economy using a range of policy focussed and academic research literature. Findings: The business opportunities that are emerging as a more sustainable world is developed requires the knowledge and skills that can capture and move then forward but in a complex and uncertain worlds learning needs to non-linear, creative and emergent. Practical implications: Sustainable learning and the attributes graduates will need to exhibit are prefigured in the activities and learning characterising the work and play facilitated by new media technologies. Social implications: Greater emphasis is required in higher learning understood as the capability to learn, adapt and direct sustainable change requires interprofessional co-operation that must utlise the potential of new media technologies to enhance social learning and collective intelligence. Originality/value: The practical relationship between low-carbon economic development, social sustainability and HE learning is based on both normative criteria and actual and emerging projections in economic, technological and skills needs.

Reducing dependence on big brother:Higher Education looks for innovative funding opportunities

This paper presents innovative programs that business schools can utilize to reduce dependence on public funds. A review of the literature shows the theoretical and empirical foundation of higher education funding dilemmas. While higher education is moving towards a global ambition, scarcity hinders governments to fully support programs long-term; thus, cost-sharing and cost-shifting measures must occur for higher education to support current programs. In this study, we examine two universities (one U.S. and one U.K.) and provide practical summaries of programs that have provided additional funds. We show that diversity of funding sources is essential for survival of higher education institutions. Market forces require competition to reduce higher education operational costs while providing students and corporate clients an a la carte educational experience.

Engaging employers as partners in work-based learning assessment:proposal for a quality enhancement framework

This paper seeks to advance research and practice related to the role of employers in all stages of the assessment process of work-based learning (WBL) within a tripartite relationship of higher education institution (HEI), student and employer. It proposes a research-informed quality enhancement framework to develop good practice in engaging employers as partners in assessment. The Enhancement Framework comprises three dimensions, each of which includes elements and questions generated by the experiences of WBL students, HEI staff and employers. The three dimensions of the Enhancement Framework are: 1. ‘premises of assessment’ encompassing issues of learning, inclusion, standards and value; 2. ‘practice’, encompassing stages of assessment made up of course design, assessment task, responsibilities, support, grading and feedback; 3. ‘communication of assessment’ with the emphasis on role clarity, language and pathways. With its prompt questions, the Enhancement Framework may be used as a capacity-building tool for promoting, sustaining, benchmarking and evaluating productive dialogue and critical reflection about assessment between WBL partners. The paper concludes by emphasising the need for professional development as well as policy and research development, so that assessment in WBL can more closely correspond to the potentially transformative nature of the learning experience.

Reflection in Studying Electronic Tables at School

The present study is dedicated on forming skills for producing reflections from both students and teachers in studying the topic ‘Electronic Tables’ at school. This study provides a detailed explanation of the applications of the ALACT model where the process of reflection is realized via a cyclic model. An overlook is given on specific examples from the IT education which realize reflection.

Variation in the length of an undergraduate degree:participation and outcomes

Recent policy in England has advocated the introduction of fast-track degrees to provide an alternative, shorter route to a bachelor's degree. It has been argued that this will widen participation in higher education and increase labour market flexibility by providing an option in which undergraduates spend one fewer years out of the labour market. Critics have suggested that the outcomes from this new undergraduate option will be worse than those for students following the standard length of undergraduate degree (which is three years for most subjects studied at universities in England). This criticism is based on a belief that students on the shorter degrees will be encouraged to 'cram', having less opportunity for reflection that will foster a deep understanding. These arguments are evaluated using data which compare students following two and three year degrees in the same subjects at the same university. © 2012 Copyright Society for Research into Higher Education.

Challenges of Teaching Written Communication in the Cloud

Report published in the Proceedings of the National Conference on "Education and Research in the Information Society", Plovdiv, May, 2014

Joining the dots:using structured e-portfolio assignments to enhance reflection

Although there has been an increased interest in the use of electronic portfolios in higher education over the last five years, relatively little is known about the potential of such tools to support the development of higher order abilities for students, such as reflection, in a structured way that is suitable for assessment. This paper reports the findings from a small-scale research which sets out to compare the outcomes of reflective assignments in two cohorts of participants in a Postgraduate Certificate in Professional Practice in Higher Education in the UK. Participants in the programme were asked to submit reflective accounts using an e-portfolio system as part of their formal assessment. One cohort completed the assessment using some generic guidelines of how to reflect and construct an e-portfolio page without a given template or structure, whereas another cohort was given a specific template with clear assessment criteria to gauge the assembly of their reflections. The authors, who are also tutors in the programme, analysed the submitted reflections following open coding procedures. The analysis found a tendency for the reflection in the first cohort to be merely descriptive without progressing to speculating objectively about answers to relevant analytical questions about the process involved in the ability under scrutiny. In contrast the assignments of cohort two were found to be more insightful in terms of assimilating random bits of materials, thoughts and self-questions into complete reflective accounts. These findings bring some evidence to support and indeed promote a more structured approach to reflective practice, which can be further enhanced through a carefully created e-portfolio template and associated assessment criteria.

Resisting the final word:challenging stale media and policy representations of students’ performative technological encounters in university education

This article explores powerful, constraining representations of encounters between digital technologies and the bodies of students and teachers, using corpus-based Critical Discourse Analysis (CDA). It discusses examples from a corpus of UK Higher Education (HE) policy documents, and considers how confronting such documents may strengthen arguments from educators against narrow representations of an automatically enhanced learning. Examples reveal that a promise of enhanced ‘student experience’ through information and communication technologies internalizes the ideological constructs of technology and policy makers, to reinforce a primary logic of exchange value. The identified dominant discursive patterns are closely linked to the Californian ideology. By exposing these texts, they provide a form of ‘linguistic resistance’ for educators to disrupt powerful processes that serve the interests of a neoliberal social imaginary. To mine this current crisis of education, the authors introduce productive links between a Networked Learning approach and a posthumanist perspective. The Networked Learning approach emphasises conscious choices between political alternatives, which in turn could help us reconsider ways we write about digital technologies in policy. Then, based on the works of Haraway, Hayles, and Wark, a posthumanist perspective places human digital learning encounters at the juncture of non-humans and politics. Connections between the Networked Learning approach and the posthumanist perspective are necessary in order to replace a discourse of (mis)representations with a more performative view towards the digital human body, which then becomes situated at the centre of teaching and learning. In practice, however, establishing these connections is much more complex than resorting to the typically straightforward common sense discourse encountered in the Critical Discourse Analysis, and this may yet limit practical applications of this research in policy making.

Felsőoktatási intézmények közbeszerzési sajátosságai = Public Procurement Characteristics of Higher Education Institutions

A kutatók a 2000-es évek eleje óta foglalkoznak a közbeszerzés és a versenyképesség kapcsolatával. A két terület közötti összefüggés egyértelmű, melyet vizsgálatainak is megerősítenek. Az Európai Unió tagállamainak jogalkotón folyamatos a nyomás, hogy a közbeszerzést különböző célokra használják fel. Mindez segít a közbeszerzés értelmezési körének kitágításában, de felhívja a figyelmet arra, hogy a jogalkotóknak elsősorban néhány kiemelt témára kell összpontosítaniuk, mint az innováció vagy a fenntarthatóság. A felsőoktatási intézmények közbeszerzésben betöltött szerepén túl fontosságuk a konzorciális beszerzések, a közbeszerzés képzés, továbbá az innovatív termékek, technológiák beszerzési gyakorlatában betöltött szerepük miatt kiemelkedő. Hazánkban ez az első alkalom, hogy feltárjuk kifejezetten nagy közbeszerző felsőoktatási intézményeik piaci szerepét és elemezzük közbeszerzési gyakorlatuk sajátosságait, viszonyítjuk eddigi kutatási eredményeinkhez. ______ Researchers have focused on the relation between public procurement and competitiveness since the early 2000s. The relation between corporate competitiveness and public procurement is beyond doubt, evidenced by our research findings. There is growing pressure on the legislators of EU Member States to use public procurement for certain purposes. This helps to widen the scope of procurement, but the regulators have to focus on several priorities like innovation and sustainability. The importance of universities in the development of consortial purchasing, purchasing education, procurement of innovative goods and technologies is unquestionable. It is the first opportunity in Hungary to analyze the role of large contracting authorities, participants of the higher educational market in public procurement and to explore the characteristics of their public procurement practice in order to make comparison between universities and other public procurement market players.

Az exportpiac-orientáció előzményei és annak exportteljesítményre gyakorolt hatása a magyar felsőoktatási intézményekben (Antecedents to the export market orientation of Hungarian higher education institutions, and their export performance consequences)

A felsőoktatás nemzetközi versenyképességének vizsgálata azt mutatja, hogy egyre szélesebb körben alkalmazzák a sikeres egyetemek azokat a megközelítéseket, amelyeket az elmúlt fél évszázadban a menedzsmentirodalom az üzleti szférában meghonosított. A szerzők a felsőoktatási ágazatra terjesztik ki az exportpiac- orientáció elméletét, és azt vizsgálják, hogy milyen előzmények vezetnek annak kialakulásához. Elemzik továbbá, hogy az exportpiac-orientáció milyen hatással van a felsőoktatási intézmények exportteljesítményére. A tanulmány továbbá kitér az exportpiac-orientáció és az exportteljesítmény kapcsolatát befolyásoló környezeti tényezők hatásának vizsgálatára is. A szerzők az említett összefüggéseket két almintán vizsgálják (a nemzetköziesedésben és a tudományos kutatásban vezető egyetemek vs. az előbbi dimenziókban gyengébben teljesítő felsőoktatási intézmények). Az eredmények alapján megállapítják, hogy az exporttapasztalat mindkét egyetemi csoportnál az exportteljesítmény szignifikáns előrejelzője, míg az exportkoordináció csupán a nemzetköziesedésben gyengébben teljesítő egyetemek csoportjánál magyarázza az exportpiac-orientáció változását. Megfigyelhető továbbá, hogy az exportpiac-orientáció exportteljesítményre gyakorolt hatása erősebb a nemzetköziesedésben vezető magyar egyetemeknél, míg a nemzetközi piacokon tapasztalható verseny intenzitása fokozza a nemzetközi irányultság kialakulását ugyanezen csoportnál. ______ The authors extend the theory of export market orientation to the higher education sector, and explore the association between export coordination, export experience, export market orientation, export performance and the competitive environment in the context of Hungarian higher education sector. The aforementioned relations are analyzed on two subsamples (universities with a top performance vs. universities with a lower performance in regard of internationalization and scientific research). Based on the results, the authors conclude that export experience is a significant predictor of export performance in both groups of institutions, while export coordination can only explain changes in export market orientation for the group comprising the universities that lag behind in terms of internationalization. They observe, moreover, that export market orientation becomes stronger as competitive forces in the environment intensify.

A felsőoktatási képzések munkaerő-piaci szempontból (Higher education programs from point of view of labor market)

A munkaerő-piaci követelményeknek megfelelően kialakított képzések versenyképesebbek a társaiknál. A napjainkban is zajló magyar felsőoktatási reform központi elemét alkotja a képzések ennek megfelelően történő átalakítása. Mindez létjogosultságot ad egy olyan rendszernek, amely a Budapesti Corvinus Egyetem gazdaságinformatikus BSc-képzésének kompetenciaelemeit kívánja vizsgálni az állásajánlatokban megnyilvánuló munkaerő-piaci igények tükrében. Az ontológiaalapú módszertan egy egységes fogalmi kört biztosít a munkaerőpiac eltérő szemléletű oldalán kifejlesztett modellek egységesítésére és összehasonlítására. ____ Tendencies can be observed on international and domestic levels that call for restructuring of higher education according to the needs of labor market. This paper presents an information system that can investigate the compliance of education programs and current labor market needs. Competences serve as a basis for this compliance checking, which is built on ontologybased approach. Having examined the distribution of roles (developer, operator etc.) appeared in IT job offers in time and space, a prototype of this system will be showed, related to Business Informatics degree program at Corvinus University of Budapest.

A tudományterületi sajátosságok következményei a kutatásban, az oktatásban és a felsőoktatási intézmények vezetésében (The consequences of disciplinary difference on teaching, research and institutional management of higher education)

A szerző tanulmányában vizsgálja a tudományterületek különbségeinek következményeit az oktatásban, a kutatásban és a felsőoktatási intézmények irányításában. A tanulmány első felében a tudományterületek episztemológiai és közösségi különbségeit tárgyalja Becher és Trowler (2001) népszerű kategorizálása alapján. A tanulmány második felében a tudományszerveződésre, a publikációs gyakorlatra, a doktori képzésre, az oktatás céljára és formáira, a diákok tudásképére, valamint a menedzsmentfelfogásra gyakorolt hatást mutatja be. A konklúzióban egyrészt a minőség- és teljesítményértékelési rendszerek differenciált megközelítésének szükségességére hívja fel a figyelmet, másrészt arra, hogy a Bologna-rendszer és az élethosszig tartó tanulás erősödésének következményeként egy-egy mesterszakon nemcsak a hallgatóság háttere, előismerete lesz sokszínű, hanem a tudásról alkotott képe is. Ez újfajta oktatói szerepeket és oktatási megközelítéseket tesz szükségessé. ________ In the article the consequences of disciplinary difference on teaching, research and institutional management is examined. In the first part of the paper the epistemological and sociological differences of scientific disciplines are summarized based on the popular typology of Becher and Trowler (2001). In the second part the influence of differences on organisation of sciences, publication practices, PhD studies, the goal and form of teaching, students’ conception of knowledge as well as on the understanding on management and leadership are discussed. In the conclusions, attention is drawn on the necessity of differentiation in quality and performance management processes. Another conclusion is that new roles for teachers and approaches for teaching is required if students’ conception of knowledge become more heterogeneous which is the result of result of life long learning and Bologna-reform.