Purpose The purpose of this paper is to analyze the potential for implementing Sustainable Development Goals (SDGs) into the civil engineering bachelor degree in the School of Civil Engineering at Universitat Politècnica de València (Spain).
Design/methodology/approach All the 2019/2020 course syllabi were analyzed to diagnose at which extent each subject within the program curriculum contributes to achieving the different SDGs.
Findings The results show a promising starting point as 75% of the courses address or have potential to address targets covering the 2030 Agenda. This paper also presents actions launched by the School of Civil Engineering to boost the SDGs into the civil engineering curriculum.
Originality/value This paper presents a rigorous and systematic method that can be carried out in different bachelor degrees to find the subjects that have the potential to incorporate the SDGs into their program. This paper also presents actions launched by the Civil Engineering School to boost the SDGs into the civil engineering curriculum.
Problem: There is the growing demand by all stakeholders (teachers, students, employers, governments, and society) for universities and colleges to be more accountable in preparing their products for the challenges of the 21 st century. Such demands have fueled interest in the evaluation of student learning in virtually all disciplines in college. There are calls for pedagogic innovations that will improve student learning in college. If any success can be achieved in addressing the challenge of improving the quality of products from higher education, then colleges and universitieshave need for reliable data. Such data can be obtained partly through an effective process of evaluation that allows for the examination of clear indicators of program quality and the effect on student learning. It is with this in mind that I embarked on this study that relied on the perceptions of some key stakeholders to evaluate the performance of an undergraduate accounting program in a private university in Ghana. Method: This study employed a quantitative descriptive non-experimental survey design. Four questionnaires were developed and administered to evaluate the perceptions of current students, former students/graduates, faculty, and administrators of anundergraduate accounting program in a private Ghanaian university. This study was conducted within the overarching framework of the CIPP evaluation model, and all research questions, associate research questions, and hypothesis were analyzed and discussed in terms of this framework. Descriptive and inferential statistics were used to analyze the research questions. Results: The purpose of this descriptive quantitative survey study was to find out the perceptions ofstudents, lecturers, graduates, and administrators of the Bachelor of Business Administration (BBA) in the accounting program in a private university in Ghana. The program was perceived by these groups as performing positively in the context and product dimensions, but less so in the input and process dimensions. Again, the study indicated no significant differences in the perceptions of the students, graduates, faculty, and administrators of the BBA in accounting program. In spite of this general agreement by all the respondent groups on the positive performance, there were specific areas relating particularly to the provision of additional resources that will require some improvement. These include the improvement in library resources and facilities, improvement in classroom facilities, provision of more teaching and learning materials, the provision of more opportunities for faculty improvement and development, and improvement in administrative support. Conclusion: Important as the above findings are, it is my view that a more comprehensive evaluation of the program may require the validation of some of the responses elicited through the surveys. This may include interviews with relevant stakeholders, observations, and examination of program and institutional documents.
Baccalaureate social work personnel in the United States have gone through a significant transformation during the past decade. Always a significant part of the social work labour force, they are now being prepared to assume a profes sional role. The two studies discussed in this paper highlight some of the current trends in Batchelor of Social Work programmes which have been accredited by the Council on Social Work Education since 1974. As this transition continues into the 1980's, the Baccalaureate practitioner will play an increasingly important role in the delivery of social services in the U.S.
The article deals with the possibility of the usage of the content of social media in teaching the students of bachelor degree programmes in a higher school. The degree of impact of digital technologies on educational process is being followed with the focus on the necessity of substitution of line pedagogic technologies for the active usage of interactive and multimedia means of teaching. The critical analyses of some researches' visions over the effectiveness of the Internet-resources used in pedagogics is introduced in the context of their studying the information and communicative technologies on the stage of their emergence. The highest authors' appreciation of the pedagogic value of the Internet resources is highlighted as a high-quality possibility to boost the effectiveness of teaching. The meaning of the notion «social media» is revealed which are both digital technologies and the Internet resources. The types of social media are represented. The timely higher school pedagogues' interest towards social media is explained as forms of teaching the students of bachelor degree programmes aimed at forming the professional qualities – creativity and communicative skills. The analyses of the usage of social media in teaching is given both of Russian and overseas reseachers. The results of empirical observation of the effective usage of the social media content in the teaching process of the students of bachelor degree programmes are performed, held inside the Presidential Academy, Institute for Social Sciences (Moscow).
AbstractDue to decades of conflict and instability, mechanisms for child protection in Somalia are limited. One key activity of the United Nations International Children's Emergency Fund's (UNICEF) strategy to address structural gaps in capacity to implement an effective child protection system is to establish a network of social work schools throughout Somalia. To this end, UNICEF brought together experts in social work curriculum development in Islamic countries, social work faculty and administrators from six Somali universities, government social work staff and ministers, and staff from non-governmental organizations (NGOs) and international non-governmental organizations (INGOs). To identify the knowledge, values and skills needed for the local context, interviews and focus groups were conducted in Hargeisa and Mogadishu with many of the stakeholders noted above. These stakeholders also came together for two, four-day gatherings to design and approve the curricula developed by two social work curriculum development experts. The final result was a one-year certificate in social work, a two-year diploma in social work and a Bachelor of Social Work (BSW) degree. This article describes the highly participatory and collaborative process used to create social work curricula that would meet workforce development needs for child protection in Somalia.
The objectives of the research are: 1) to study the level of attentiveness in democratic culture; 2) to compare the level of attentiveness in democratic culture based upon personal factors and political socialization; and 3) to study factors contributing to the attentiveness in democratic culture. The samples are 181 bachelor students studying Political Science at the College of Innovation and Management. The research used surveys for data collection. Statistical analysis was done using frequency, percentage, mean, standard deviation, t-test, One-way ANOVA and Multiple Regression Analysis. The research found; 1) the students' level of attentiveness to democratic culture is at the highest 2) hypothesis testing found student's major is a factor contributed to difference in democratic culture attentiveness while gender, age, religion and college year do not contributed to difference in democratic culture attentiveness; and 3) Multiple Regression Analysis shown political socialization, family institution, educational institution, and peer factors have effect on employee engagement at 35.3 percent.
Формированию информационной культуры студентов разных профилей и направленийподготовки посвящено большое количество научных исследований. Среди них можно выделить работы, рассматривающие вопросы подготовки будущих педагогов-психологов в области информационных технологий, таких ученых, как И. В. Роберт [8], В. В. Гриншкун [2], [3], М. У. Мукашева [5], А. А. Червова [9], [10]. В работе Г. М. Киселева приводится авторское определение понятия «информационная культура будущего педагога-психолога»: «Информационная культура будущего педагога-психолога – это составляющая его общей культуры, состоящая из высокого уровня теоретического мышления и высокого уровня компетенций в области обучения и воспитания с использованием последних достижений в области информационных и коммуникационных технологий, умений осуществлять психологическую диагностику, коррекцию, профилактику, консультирование учащихся, в том числе и лиц с ограниченными возможностями здоровья, с использованием современных информационных и коммуникационных технологий, основанных на широком применении информационных и коммуникационных технологий, давать экспертную оценку учебным и учебно-научным программам, владеть современными информационными технологиями и методами сбора и обработки психолого-педагогической информации» [10, с. 34]. Структура педагогической культуры включает следующие компоненты: мотивационно-целевой, структурно-содержательный, процессуально-деятельностный, оценочно-результативный. Наибольшие трудности возникают при формировании процессуально-деятельностного компонента, что и привело нас к разработке учебно-методического пособия по методике проведения лабораторного практикума, направленного на формирование именно этого компонента информационной культуры. В статье рассматривается методика формирования и развития высокого уровня информационной культуры бакалавров психолого-педагогического образования на основе комплексного использования средств информационных технологий при выполнении работ лабораторного практикума и в результате интеграции дисциплин, формирующих информационно-технологические компетенции, с дисциплинами, формирующими профессиональные психолого-педагогические компетенции. A large number of scientific studies are devoted to the formation of information culture at students of different training programs. Among those we would like to stress the works which address the issues of training of future educational psychologists in the field of information technologies by the following authors: I. V. Robert [8], V. V. Grinshkun [2], [3], M. U. Mukasheva [5], A. A. Chervova [9], [10]. Mukasheva [5], A. A. Chervova [9], [10]. The work of G. M. Kiselev provides the author's definition of the concept of information culture of future educational psychologists: "Information culture of the future educational psychologist is a component of his general culture consisting of a high level of theoretical thinking and a high level of competence in the field of teaching and education with the use of the latest achievements in the field of information and communication technologies, the ability to carry out psychological diagnostics, correction, prevention, counseling of students, including those with disabilities, using modern information and communication technologies, based on the latest information and communication technologies, and the ability to use modern information and communication technologies [10, p. 34]. The structure of pedagogical culture includes the following components: motivational and target, structural and content, process and activity, evaluative and resultant. The greatest difficulties arise in the formation of the process and activity component, which led us to the development of a teaching manual on the methodology of laboratory practice aimed at the formation of this component of information culture. The article deals with the methodology of formation and development of a high level of information culture at bachelor-degree students of Psychology and Pedagogics education on the basis of the integrated use of information technology tools in the laboratory practicum and as a result of the integration of disciplines that form information technology competences with disciplines that form professional psychology and pedagogics competences
Achievement goal theory is one of the major theories of the relationship between learners' perception of learning processes and their academic achievements. The present research was focused on the relationship between learners' goals and the academic achievements of Hebrew-speaking students, who belong to the majority group, and Arabic-speaking students, who belong to the minority group. The research also combined personality measures and measures of ability of the students, in order to better understand the relationships among the variables in the two groups. Matched samples of 104 students from each group were studied. The data were collected at the beginning of the second year of studies and the students were then monitored for 2 years. The findings indicate that among the Hebrew-speaking students, the level of performance goals was higher that among the Arabic-speaking students. In both groups, different learning goals contributed to the explained variance in final grades.
The paper is devoted to the problem of devising a new ESP curriculum for university students within the framework of Federal State Educational Standards of Higher Education. The necessity to introduce innovations into foreign language teaching at universities is fore grounded. It is claimed that in spite of some ambiguity in specifying the students' competence in foreign languages put forward in the Standards, it is possible to design an effective educational curriculum for this university subject. It is proved that this can be realized if a competence-oriented approach is implemented. The process of designing a new competence-based curriculum for foreign languages is being described. A model modular course in foreign languages for the university students majoring in Regional Studies is presented. Some strategies to further develop teaching foreign languages at universities are mentioned. It is also argued that the course under discussion has proved to be attractive for the university applicants, provides for the quality of language education and meets the needs of the regional business community in the specialists of this kind.
The notion of scientific paradigm has taken some time to be accepted by linguists, and eventoday the problem of boundaries of coexisting nowadays linguistic paradigms remains debatable. Althoughmethodological guidelines of a paradigm of scientific knowledge in linguistics have in principle beenworked out, the fact that linguistics is intensively approaching interdisciplinarity entails the appearance ofoverlapping zones "on the boundaries" of linguistic paradigms as well as "on the boundaries" of linguisticsand other cognitive sciences. Cognitive-discursive paradigm offers results of research, devoted to the role oflanguage unfolding in thought. Being both fundamental and experimental, cognitive approach contributessignificantly to the development of applied sciences, in particular to the theory and methodology of languageteaching. The approach gives opportunity to study conceptualization and categorization processes, lexicaland discursive competence in the view of applied teaching goals.The article stresses that cognitive-discursive paradigm:– is increasingly growing in its interdisciplinary nature, thus approaching even closer the EFL teaching;– investigates represented in the language knowledge and experience structures, introducing theexperience of the world around us into lexical competence of EFL students;– considers one of its major tasks further investigation of mental lexicon;– as the discursive practice is becoming even more accessible for EFL students in the course of on-linecommunication, it offers new methods of teaching communication, based on cognitive theory of discourse.
Currently there is a dearth in the literature surrounding the experiences of Veterans and individuals with children within higher education. The goal of this dissertation was to understand Veteran student parents' perceptions of the ways in which their undergraduate institutions supported their completion of a bachelor's degree. Semi-structured interviews were conducted with 15 individuals; this dissertation analyzes the findings of the 6 participants who were both Veteran students and parents concurrently. Narratives were constructed for each participant and resulted in the identification of four intersecting themes: relationships, institutional barriers, motivators, as well as barriers and threats. Special attention was paid to the ways in which students utilized institutional services and support structures within higher education and the ways in which those services contributed to student success. The research findings led way to the development of recommendations and applications for higher education institutions to better serve and support the graduation of Veteran student parents and other similar populations. Given the limited available research on Veteran student parents in higher education, this dissertation advances our understanding of the intersection of military status and parenthood within the educational context.
This article considers the implications of sequential segmentation in the tertiary education set-up for stratification of labour market outcomes among university drop-outs and graduates. Building on signalling, queuing, credentialist and human capital framework, we articulate theoretical expectations about labour market entry patterns for tertiary education graduates and drop-outs emerging from two distinct types of tertiary education institutional set-up: integrated (diploma) and sequential (bachelor-master) systems. In particular, we explore whether bachelor graduates from sequentially organized systems perform substantially better in the labour market compared to drop-outs from integrated systems who have completed a comparable amount of coursework. Empirically, we rely on two recent surveys pertaining to tertiary education leavers from the Ukrainian sequential system and the Croatian integrated system. Our results indicate that, with regard to the patterns of higher-status job entry, diploma and master degree holders enjoy the most substantial advantages of quicker job entry in both countries. However, bachelor graduates from the Ukrainian sequential tertiary education system clearly have an advantage over those who dropped out, whereas in the Croatian integrated tertiary education system we observe no differences in access to salariat jobs among drop-outs, regardless of amount of coursework they have completed. Selectivity is unlikely to explain observed differences in outcomes, as both countries demonstrate very similar patterns of selection into and through academic tertiary education.
[EN] Current legislation establishes the profession of Technical Architect as a regulated profession that requires an official Bachelor's Degree obtained in accordance with article 12.9 of Royal Decree 1393/2007, in accordance with the conditions established in the Agreement of the Council of Ministers of 14 December 2007. This Agreement entrusts the Minister of Education and Science with the establishment of the requirements regarding the planning of the courses. ORDER ECI/3855/2007, of 27 December 2007, establishes the requirements for the verification of the official university degrees that enable the exercise of the profession of Technical Architect. The ORDEN ECI establishes that the syllabuses will have a duration of 240 European credits containing at least a basic training module of 60 credits, a specific training module of 108 credits and a final degree project of 12 credits. The Conference of Directors of University Centres that offer degrees in the field of technical architecture and building has worked to reach a consensus on the subjects subject matter subject to the recognition of the 108 credits of specific training that allow for the Convergence of the Degree Degrees of the different Universities. ; [ES] La legislación vigente conforma la profesión de Arquitecto Técnico como profesión regulada cuyo ejercicio requiere estar en posesión de correspondiente título oficial de Grado obtenido, en este caso, de acuerdo con lo previsto en el artículo 12.9 del referido Real Decreto 1393/2007, conforme a las condiciones establecidas en el Acuerdo de Consejo de Ministros de 14 de diciembre de 2007, publicado en el Boletín Oficial del Estado de 21 de diciembre de 2007. Dicho Acuerdo, en su apartado cuarto, encomienda al Ministro de Educación y Ciencia el establecimiento de los requisitos respecto a la planificación de las enseñanzas. Siendo la ORDEN ECI/3855/2007, de 27 de diciembre, la que se establece los requisitos para la verificación de los títulos universitarios oficiales que habiliten para el ejercicio ...
