Introduction. The current socio-political situation requires a different paradigm of education, a radical change in the structure and content of the educational process, improvement of pedagogical activity and professional competence of teachers.Purpose. The urgent task is to study the process of formation and development of professional competence of teachers of higher education institutions on the basis of systematization of the basic theoretical and applied provisions on the nature, content and structure of their professional and pedagogical activity.Methods. The following general scientific methods of research were used: analysis and synthesis, induction and deduction, systematic approach to consideration of a problem and performance of scientific task of this article. Results. Most pedagogical studies are usually limited to finding the necessary professional skills and determining the level of their expressiveness in teachers. In this approach, pedagogical activity is presented as a set of static elements, outside the dynamics of the process of professionalization of teachers. The content and structure of pedagogical activity are closely related to the stages of teacher's professional development. Therefore, it is suggested to study pedagogical activity of teachers of higher education institutions in groups of teachers with different pedagogical experience.Originality. Well-known scientific data on the structure of pedagogical activity do not reveal the mechanisms of its development and achievement of professional competence. According to the author of the article, these problems can be solved only if the research focuses on dynamic changes and development of pedagogical activity.Conclusion. Characteristics of the professionalism of the teacher of the university must contain a fairly complete list of the most important criteria regarding the qualities of the teacher's personality, the content of pedagogical activity and indicators of its effectiveness. Further studies of pedagogical activity in the process of development will allow establishing changes of its content and structure at different stages of professionalization of teachers of high schools. ; Статья посвящена исследованию структуры и содержания педагогической деятельности преподавателя высшего военного учебного заведения, ёё влияния на достижение качественных изменений в системе высшего военного образования. На основе систематизации методологических подходов, теоретических и прикладных положений о сущности, содержании и структуре профессионально-педагогической деятельности раскрываются морфологический, аксиологический, праксеологический и онтологический аспекты педагогической деятельности преподавателя ВВУЗа. ; Стаття присвячена дослідженню структури й змісту педагогічної діяльності викладача вищого військового навчального закладу, її впливу на досягнення якісних змін у системі вищої військової освіти. На основі систематизації методологічних підходів, теоретичних і прикладних положень про сутність, зміст і структуру професійно-педагогічної діяльності розкриваються морфологічний, аксиологічний, праксеологічний й онтологічний аспекти педагогічної діяльності викладача ВВНЗ.
Стаття присвячена дослідженню структури й змісту педагогічної діяльності викладача вищого військового навчального закладу, її впливу на досягнення якісних змін у системі вищої військової освіти. На основі систематизації методологічних підходів, теоретичних і прикладних положень про сутність, зміст і структуру професійно-педагогічної діяльності розкриваються морфологічний, аксиологічний, праксеологічний й онтологічний аспекти педагогічної діяльності викладача ВВНЗ. ; Introduction. The current socio-political situation requires a different paradigm of education, a radical change in the structure and content of the educational process, improvement of pedagogical activity and professional competence of teachers.Purpose. The urgent task is to study the process of formation and development of professional competence of teachers of higher education institutions on the basis of systematization of the basic theoretical and applied provisions on the nature, content and structure of their professional and pedagogical activity.Methods. The following general scientific methods of research were used: analysis and synthesis, induction and deduction, systematic approach to consideration of a problem and performance of scientific task of this article. Results. Most pedagogical studies are usually limited to finding the necessary professional skills and determining the level of their expressiveness in teachers. In this approach, pedagogical activity is presented as a set of static elements, outside the dynamics of the process of professionalization of teachers. The content and structure of pedagogical activity are closely related to the stages of teacher's professional development. Therefore, it is suggested to study pedagogical activity of teachers of higher education institutions in groups of teachers with different pedagogical experience.Originality. Well-known scientific data on the structure of pedagogical activity do not reveal the mechanisms of its development and achievement of professional competence. According to the author of the article, these problems can be solved only if the research focuses on dynamic changes and development of pedagogical activity.Conclusion. Characteristics of the professionalism of the teacher of the university must contain a fairly complete list of the most important criteria regarding the qualities of the teacher's personality, the content of pedagogical activity and indicators of its effectiveness. Further studies of pedagogical activity in the process of development will allow establishing changes of its content and structure at different stages of professionalization of teachers of high schools. ; Статья посвящена исследованию структуры и содержания педагогической деятельности преподавателя высшего военного учебного заведения, ёё влияния на достижение качественных изменений в системе высшего военного образования. На основе систематизации методологических подходов, теоретических и прикладных положений о сущности, содержании и структуре профессионально-педагогической деятельности раскрываются морфологический, аксиологический, праксеологический и онтологический аспекты педагогической деятельности преподавателя ВВУЗа.
The article analyzes and generalises the main factors of the prerequisites for the creation of HFS (High Falk Schools) in Denmark. The purpose of the study is to analyse and generalise the basic preconditions for the formation of Danish education system in the XVIII-XIX centuries. Methods of research used: historical, involving the method of synergetics, in order to clarify the specific conditions of the development of phenomena and processes in the country in their historical sequence; theoretical and method of analysis for the purpose of studying sociological, pedagogical, psychological and philosophical sources for the purpose of generalization, comparison of received information and systematisation of the obtained results. Awareness of the aspects and features of the conditions of the emergence of special educational institutions makes it possible to understand the preconditions for the formation of a unique Danish system of education. New folk motions in Denmark in XVIII - ХІХ centuries grew «from below upwards», as transmitters of new ideas were peasants.The analysis of origin and activity of such folk motions gives an opportunity to understand pre-conditions of forming of the unique Danish system of education. At the result of the study, the main aspects and features of the prerequisites for the creation of the high-level sandstone were systematized as: the revolution in the natural sciences; the ideals of humanism and freedom that dominated the Danish society; the spirit of healthy criticism; intentions to improve the education system in general and to introduce a good adult education system in particular; democratic revolutions in Europe; a series of agrarian reforms; national movement; the transition in society from the sovereignty of the king to the sovereignty of the people). ; У статті аналізуються та узагальнюються основні чинники передумов створення ВНШ в Данії. Мета дослідження проаналізувати та узагальнити основні передумови формування данської освіти у XVIII-XIX ст. Методи дослідження: – історичний, із залученням методу синергетики, з метою з'ясування конкретних умов розвитку явищ і процесів в країні в їх історичній послідовності; − теоретичний; − аналізу з метою вивчення соціологічних, педагогічних, психологічних та філософських джерел з метою узагальнення, порівняння отриманої інформації та систематизації отриманих результатів. Усвідомлення аспектів та особливостей умов виникнення особливих освітніх закладів дає змогу зрозуміти передумови становлення унікальної данської системи освіти. В результаті дослідження систематизовано основні чинники, особливості передумови створення ВНШ, а саме (революції у природничих науках; ідеали гуманізму і свободи, що панували в данському суспільстві; дух здорової критики; наміри поліпшити систему освіти взагалі та впровадити гарну систему освіти дорослих зокрема; демократичні революції в Європі; серія аграрних реформ; національний рух; перехід у суспільстві від суверенітету короля до суверенітету народу).
Auf der Sachebene verliert Bildung durch die permanenten Reformen (2000-2011) im Bildungswesen (zu dem immer mehr auch der Kindergarten bzw. die Kita gezählt wird) nie an Aktualität. Gerade das erste Jahrzehnt des neuen Jahrhunderts zeichnete sich dadurch aus, dass die Diskussion um Bildung besonders intensiv geführt wurde. Die dazugehörenden Stichworte lauten unter anderem: Wissensgesellschaft, frühkindliche Bildung, Bologna, G8, Sekundarschule, Schulstreit, Bildungsrepublik und bildungsferne Schichten. Da sich in den Konnotationen eines Begriffs gesellschaftliche bzw. soziale Verhältnisse spiegeln (Maas 1985, 78), ist der bildungspolitische Diskurs bzw. die mediale Darstellung des Diskurses in verschiedenen Printmedien besonders gut geeignet, um den Begriff der Bildung in seiner jeweiligen aktualisierten Form zu untersuchen. Da die "aktuellen" Reformen den Hintergrund für die Begriffsanalyse bilden, gehört die Darstellung und Erläuterung der Reformen sowie deren Hintergründe zwangsläufig dazu, wie auch nicht von der gesellschaftspolitischen Dimension von Bildung abgesehen werden kann. Besonders an diesen Stellen, aber auch in der gesamten Arbeit wird die "Diskursanalyse als Gesellschaftsanalyse" verstanden, so wie es Siegfried Jäger im Gespräch mit Rainer Diaz-Bone (2006, Abs. 56) fordert. Entsprechend wird hier eine "transdisziplinäre Öffnung" (ebd. Abs 55) verfolgt. Aber auch die Ergebnisse dieser fächerübergreifenden "Ausflüge" werden auf die Frage der Verwendungsweise und des Bedeutungswandels des Begriffs Bildung zurückgeführt. Dieser Ansatz wird dadurch ergänzt, dass eine Diskursanalyse mit "gouvernementaler Perspektive" (Maeße, 2010, 102) durchgeführt wird. Dies bringt es mit sich, dass auch die politische Funktion und die Folgen der Rhetorik (Dispositive) einbezogen werden. Der Begriff Bildung gehört zu den sogenannten Hochwertbegriffen, die sich dadurch auszeichnen, dass sie in der politischen Kommunikation zustimmungspflichtig sind. Wer mehr oder bessere Bildung fordert, kann sich der allgemeinen Zustimmung sicher sein, daher fehlt der Begriff "Bildung" in kaum einer "Sonntagsrede". Derart aktualisiert besitzt der Begriff eine Vielzahl von Konnotationen. Diese Offenheit oder die Unbestimmtheit der Bedeutungsseite gehört zu den Eigenschaften eines "Begriffs", weshalb es überhaupt erst zu Deutungskämpfen um Begriffe kommen kann (Knobloch, 1990, 67) – an diese Definition anknüpfend wird in dieser Arbeit untersucht, ob zu den bekannten neue Konnotationen hinzugekommen sind. Von besonderem Interesse ist bei der Untersuchung, ob sich der im politischen Streit erhobene Vorwurf der Ökonomisierung von Bildung als Konnotation feststellen lässt. Diese Arbeit geht davon aus, dass es eine klassische Konnotation von Bildung, die sich mit dem Namen Humboldt verbindet, und den Bildungsbegriff der Wissensgesellschaft gibt. Die Konnotationen dieser beiden Bildungsbegriffe unterscheiden sich derart, dass sie als die beiden Pole des Gesamtdiskurses verstanden werden. Beide Bildungsbegriffe werden mithilfe der Diskursanalyse herausgearbeitet. Die Konnotationen der weiteren Diskurse, etwa um Bologna (Kapitel 6), den Hamburger Schulstreit, die Affäre Guttenberg (Kapitel 7) und um den Qualifikationsrahmen (Kapitel 8) werden zwischen diesen beiden Polen eingeordnet. ; Because of permanent reforms within the educational system in Germany (from 2000-2011; to which also the kindergarten or preschool is more and more numbered among), "Bildung" [education] never loses its topicality on the factual level. Especially the first decade of the new millennia was characterized by the fact that the discussion about "Bildung" [education] was particularly intensively held. The relevant key terms are as follows: "Wissensgesellschaft" [information society], early education, Bologna, G8, secondary school, "Schulstreit" [dispute over school], "Bildungsrepublik" [the German Republic of Bildung], and educationally deprived classes of society. As social relations of a term are reflected in its particular connotations (cf. Maas 1985: 78), the educational discourse – or further its medial representation – can be used especially in order to examine the term "Bildung" [education] in its respective current form. The depiction and explanation of these reforms as well as their backgrounds are part of the thesis, since these "latest" reforms form the background for the term analysis. In a similar way, it is also impossible to leave out socio-political dimensions of "Bildung" [education]. Especially in those parts, but also in the whole work, the "discourse analysis" will be understood "as an analysis of society", as Siegfried Jäger demands it in a discussion with Rainer Diaz-Bone ("Diskursanalyse als Gesellschaftsanalyse", my translation, 2006: par. 56). Accordingly, an "interdisclipinary opening" ("tranzdisziplinäre Öffnung", my translation, ibid. par. 55) is pursued here. Further, the outcomes of these interdisciplinary "excursions" will be deduced to the question of the mode of use and the change in meaning of the term "Bildung" [education]. This approach will be complemented by conducting a discourse analysis with a "governmental perspective" ("gouvernmentaler Perspektive", my translation, cf. Maeße 2010: 102). This necessarily causes the inclusion of the political function as well as the consequences of the rhetoric (dispositives). The term "Bildung" [education] is part of the so called "Hochwertbegriffe" [which may be translated as 'high value terms'], which distinguish themselves by the requirement of approval within political communication. Someone who demands more or better education can be sure to have full public support on her/his side. That is why the term "Bildung" [education] is only rarely missed in any "Sonntagsrede" [which may be translated as 'soap box oratory']. In its long history of being updated, the term holds a large variety of connotation. This openness or uncertainty on the side of meaning is part of the properties of a "term". This fact alone sparks the possibilities of struggles over interpretation(s) (cf. Knobloch 1990: 67). Following Knoblochs definition, this work in progress will analyze whether new connotations have clustered around to the already existing connotations. Of special interest within the analysis will be the question whether the accusation of economization (brought up within the political dispute) of Bildung [education] can be recognized as a connotation. The work in progress assumes that there exists a classical connotation of Bildung [education] connected to the name of Humboldt and the "Bildungsbegriff" [term of education] of the "Wissensgesellschaft" [information society]. The connotations of these two "Bildungsbegriffe" [terms of education] differ widely which allows to set up these two terms as poles of the overall discourse. Both "Bildungsbegriffe" [terms of education] will be defined by means of discourse analysis. The connotations of the other discourses, i.e. Bologna (chapter 6), the "Hamburger Schulstreit" [the famous dispute over school in Hamburg], the political affair around the former German Defence Minister Guttenberg (chapter 7), the qualifications framework (chapter 8), will be filed in between those two poles.
"First printed in The Times . under the pseudonym "D.P." ("Dominating Personality"). Wells's authorship was acknowledged in the third impression."--Hammond, J.R. Herbert George Wells; An Annotated Bibliography of his Works. New York: Garland, 1977, p. 134. ; Introduction.--Science in education and industry.--Scientific agriculture and the nation's food.--The long view and labour.--Problems of political adaptation.--An imperial constitution.--Higher education in the empire. ; Mode of access: Internet.
The purpose of this research is to use the theoretical lens of institutional logics to examine the quality and quality assurance of doctoral education within its situated research environment. This work specifically focuses on the empirical setting of an international collaboration between European countries and China for the provision of joint doctoral education. The central research questions that guide the present research are 1) How can the association between the quality of doctoral education and its situated research environment be interpreted theoretically from an institutional logics perspective? 2) How has the research environment contributed to the quality and quality assurance of international joint doctoral education provided through the collaboration between European and Chinese stakeholders? By answering the first research question, the study addresses the absence of a holistic theoretical framework that can explore the transformation process of doctoral education, which in turn contributes to the quality of doctoral education in its situated research environment. The second research question tackles the need for more empirical evidence about the quality and quality assurance mechanisms of the international joint doctoral education provided through Europe-China cooperation. The research questions are answered in the study via both theoretical development and empirical analysis. In terms of theoretical output, the study constructs a robust framework for understanding the transformation process of doctoral education in its situated research environment from an institutional logics perspective. The framework is based on the premise that the quality of doctoral education is transformative and that doctoral education is a transformation process in which multiple institutional-logics inputs, derived from the situated research environment and from stakeholders' previous experiences and backgrounds, reconcile and interact with each other until stable interactive dynamics are achieved in terms of outputs and possible outcomes. The study also captures and defines five types of ideal institutional logics in the research environment of a doctoral education system: state logic, profession logic, family logic, market logic, and corporation logic. It also identifies the institutional logics (including logics of profession, state, market, and corporation) embedded in different conceptions of quality of higher education (including exception, perfection, value for money, and fitness for purpose). In empirical terms, the provision of international joint doctoral education by Europe and China occurs in a multi-actor, multi-level collaborative context. This study finds evidence of the impacts of all five ideal types of institutional logics of doctoral education on the doctoral education systems in Finland and China. However, the extent of impact of a specific logic varies across the Finnish and Chinese doctoral education systems. Differences are evident not only in the impacts of a specific logic but also in how the multiple logics relate to one another and which variant of an underlying logic is dominant. These logic dynamics constitute the institutional environment in which international joint doctoral education is provided by China and Finland. By investigating a sample of doctoral students in Finland who are funded by the Chinese Scholarship Council (CSC), this study shows that the dynamics among the multiple logics enable the transformation process of CSC doctoral students and affect the formation of CSC doctoral students' professional identity, their academic work and relation with doctoral supervisors. Further, through another case study of a Portugal-China joint doctoral program, this study finds that the multiple logics in the research environment of Europe-China joint doctoral education exert an influence on the development of quality assurance mechanisms in doctoral education. The study employs a qualitative research design consisting of six sub-studies. Across the six sub-studies, copious data from ninety interviews conducted in China and Finland involving 156 participants, three site observations in China, and documented material are collected and analyzed. The analysis results of the six sub-studies are reported in this dissertation and in five published peer-reviewed academic articles. ; Tämän tutkimuksen tavoitteena on tarkastella tohtorinkoulutuksen laatua ja laadunvarmistusmekanismeja tohtorinkoulutuksen tutkimusympäristössä institutionaalisen logiikan teoreettisessa viitekehyksessä. Tutkimus keskittyy erityisesti Euroopan maiden ja Kiinan kansainväliseen yhteistyöhön tohtorinkoulutuksen järjestämisessä. Keskeiset tutkimuskysymykset ovat 1) Kuinka tohtorinkoulutuksen laadun ja sen tutkimusympäristön välinen suhde voidaan tulkita teoreettisesti institutionaalisen logiikan näkökulmasta? 2) Kuinka tutkimusympäristö on vaikuttanut kansainväliseen eurooppalaisten ja kiinalaisten toimijoiden yhteistyossa tarjoaman tohtorinkoulutuksen laatuun. Ensimmäinen tutkimuskysymys osoittaa tutkimuksellisen tarpeen kokonaisvaltaiselle teoreettiselle viitekehykselle, joka mahdollistaa tohtorinkoulutuksen muutosprosessin tarkastelun, joka puolestaan myötävaikuttaa tohtorinkoulutuksen laatuun tutkimusympäristössään. Toinen tutkimuskysymys vastaa tarpeeseen saada lisää empiiristä evidenssiä Eurooppa-Kiina yhteistyössä toteutetun kansainvälisen, yhteisen tohtorinkoulutuksen laadusta ja laadunvarmistusmekanismeista. Tutkimuskysymyksiin vastataan sekä teorian kehittämisen että empiirisen analyysin kautta. Teoreettisena tuotoksena tutkimus rakentaa viitekehyksen, jonka avulla voidaan ymmärtää tohtorinkoulutuksen muutosprosessia tohtorinkoulutuksen tutkimusympäristöissä institutionaalisen logiikan näkökulmasta. Viitekehyksen lähtökohtana on, että tohtorinkoulutuksen laatua tarkastellaan muutoksena ja tohtorinkoulutus on muutosprosessi, johon moninaiset institutionaaliset logiikat tuovat panoksensa. Institutionaaliset logiikat perustuvat tohtorinkoulutuksen tutkimusympäristöön, toimijoiden aikaisempiin kokemuksiin ja taustoihin, jotka sovittuvat yhteen ja ovat vuorovaikutuksessa keskenään, kunnes vakaa vuorovaikutteinen dynamiikka on saavutettu tuotosten ja mahdollisten tulosten suhteen. Tutkimus rajaa ja määrittelee viisi tohtorinkoulutuksen tutkimusympäristössä vaikuttavaa ideaalisen institutionaalisen logiikan tyyppiä: valtion logiikka, profession logiikka, perhelogiikka, markkinalogiikka ja yritysmaailman logiikka. Tutkimus tunnistaa myös institutionaalisia logiikoita (sisältäen profession, valtion, markkinoiden ja yritysmaailman logiikat), jotka ovat juurtuneita korkeakoulutuksen laadun eri käsityksiin (sisältäen laatu poikkeuksellisuutena, erinomaisuutena, vastineena rahalle ja tarkoituksenmukaisuutena). Empiirisestä näkökulmasta, kansainvälinen Euroopan maiden ja Kiinan yhteinen tohtorinkoulutus tapahtuu monitoimijaisen ja monitasoisen yhteistyön kontekstissa. Tutkimus tuottaa evidenssia siitä, että tohtorinkoulutuksen kaikkien viiden institutionaalisen logiikan ideaalityypin vaikutus on löydettävissä Suomen ja Kiinan tohtorinkoulutusjärjestelmistä. Tietyn logiikan vaikutuksen laajuus on kuitenkin erilainen maiden tohtorinkoulutusjärjestelmissä. Suomen ja Kiinan tohtorinkoulutusjärjestelmät ovat samanlaisia profession ja markkinoiden logiikoiden vaikutusten suhteen, mutta ne eroavat toisistaan perheen ja yritysmaailman logiikoiden osalta. Valtion logiikan vaikutus on samanlainen ainoastaan joillakin naiden kahden maan tohtorinkoulutusjärjestelmän ulottuvuuksilla. Mika tärkeintä erot ovat ilmeisiä paitsi tietyn logiikan vaikutusten suhteen, niin myös siinä, miten moninaiset logiikat ovat suhteessa toisiinsa ja mikä logiikan variantti on vallitseva. Logiikoiden dynamiikat muodostavat institutionaalisen ympäristön Kiinan ja Suomen kansainvälisen yhteisen tohtorinkoulutuksen tarjonnalle. Suomessa Chinese Scholarship Council (CSC) -rahoituksella opiskelevia kiinalaisia tohtoriopiskelijoita koskeva alatutkimus osoitti, että moninaisten logiikoiden dynamiikat mahdollistivat tohtoriopiskelijoiden muutosprosessit ja vaikuttivat heidän ammatillisen identiteetin muodostumiseensa, käsityksiinsä akateemisesta työstä ja suhteesta väitöskirjan ohjaajiin. Toisessa Kiinan ja Portugalin tohtorinkoulutusyhteistyötä käsittelevässä tapaustutkimuksessa havaittiin, että Euroopan ja Kiinan yhteinen tohtorinkoulutus vaikuttaa tohtorinkoulutuksen laadunvarmistusmekanismien rakentamiseen. Tutkimuksessa sovellettiin laadullista tutkimusasetelmaa, joka muodostui kuudesta alatutkimuksesta. Naita alatutkimuksia varten on kerätty ja analysoitu runsaasti aineistoa: 90 haastattelua Kiinassa ja Suomessa, joihin osallistui yhteensä 156 henkilöä, kolme tutkimuskohteissa toteutettua havainnointia Kiinassa sekä dokumenttiaineistoa. Kuuden alatutkimuksen tulokset raportoidaan tässä väitöskirjassa ja viidessä vertaisarvioidussa tieteellisessä artikkelissa.
This article deepens the analysis of the effects of immigration on the vote for Populist Radical Right Parties in Europe, focusing on education levels of both natives and immigrants. By analysing the immigrant population in 101 regions from 11 European countries, we show that in contexts with a large immigrant presence, the low-educated voters tend to support Populist Radical Right Parties to a greater degree than those who are more educated. However, when the ratio of skilled immigrants is high, also the more educated population tends to support these parties. Hence, our analysis adds insight into the relationship between immigration, education and Populist Radical Right Parties voting, highlighting the need of focusing at lower levels of aggregation and combining the characteristics of both foreign-born and host populations.
AbstractCanadian business schools have accomplished a great deal over the past dozen years. However, business schools in Canada face serious problems. Most severe is the shortage of qualified individuals to teach in our larger programs, to provide research leadership, and to give vitality and strength to doctoral programs. Canada needs "think tanks" interested in management issues, and strong doctoral programs are an essential component. Closer links with the business community are part of the solution. Such links are important for research, teaching and intellectual stimulus, as well as for the needed large increase in private financial support. Higher tuition must assist in providing the required resource base.RésuméLes écoles de gestion au Canada ont accompli énormément au cours des douze dernières années. Néanmoins nos écoles de gestion rencontrent de sérieuses difficultés. La plus sérieuse est la pénurie de personnes qualifiées pour enseigner dans les programmes principaux, pour prendre le leadership en matière de recherche et pour infuser une vigueur et une force aux programmes de doctorat. Le Canada a besoin de "think tanks" en gestion; ceux‐ci ne peuvent naître sans programmes de doctorat vigoureux. Des lìens plus étroits avec le monde des affaires constituent une solution partielle. De tels liens sont importants aux plans recherche, enseignement et stimulation intellectuelte et au plan du support financier accru que requièrent nos écoles de gestion. Desfrais de scolarité plus éleves doivent fournir les ressources minimales.
This study investigated the perspectives of university students on the use of digital technologies as tools for teaching and learning. Digital technologies are an essential asset for academic institutions as they can support strategic teaching and learning objectives for education institutions. Studies have shown that limited use of digital technologies could lead to a second order digital divide. This problem negatively impacts the Government and university efforts and initiatives of increased technological investment. There is therefore a need to uncover and obtain a deeper insight into university students' perspectives due to the sparse literature discussing this problem within the Zimbabwean context. Quantitative data on student perspectives was collected using 100 questionnaires administered to students at a single university of technology in Zimbabwe. Although the findings concur with existing literature that students highly value the integration of technology into their learning process, there were issues that appeared to be peculiar to the surveyed environment. For example, the surveyed students professed disappointment with the current traditional teaching methods despite the high availability and accessibility to digital technologies within the institution. They indicated their frustration emanating from the disconnection between commonly used teaching methods and the digital technologies effective for teaching and learning.
The invariant differential cross section of inclusive ω(782) meson production at midrapidity (|y| < 0.5) in pp collisions at √s = 7 TeV was measured with the ALICE detector at the LHC over a transverse momentum range of 2 < pT < 17 GeV/c. The ω meson was reconstructed via its ω → π+π−π0 decay channel. The measured ω production cross section is compared to various calculations: PYTHIA 8.2 Monash 2013 describes the data, while PYTHIA 8.2 Tune 4C overestimates the data by about 50%. A recent NLO calculation, which includes a model describing the fragmentation of the whole vector-meson nonet, describes the data within uncertainties below 6 GeV/c, while it overestimates the data by up to 50% for higher pT. The ω/π0 ratio is in agreement with previous measurements at lower collision energies and the PYTHIA calculations. In addition, the measurement is compatible with transverse mass scaling within the measured pT range and the ratio is constant with C^(ω/π0) = 0.67±0.03 (stat) ±0.04 (sys) above a transverse momentum of 2.5 GeV/c. ; A. I. Alikhanyan National Science Laboratory (Yerevan Physics Institute) Foundation (ANSL), State Committee of Science and World Federation of Scientists (WFS), Armenia; Austrian Academy of Sciences, Austrian Science Fund (FWF): [M 2467-N36] and Nationalstiftung für Forschung, Technologie und Entwicklung, Austria; Ministry of Communications and High Technologies, National Nuclear Research Center, Azerbaijan; Conselho Nacional de Desenvolvimento Científico e Tecnológico (CNPq), Financiadora de Estudos e Projetos (Finep), Fundação de Amparo à Pesquisa do Estado de São Paulo (FAPESP) and Universidade Federal do Rio Grande do Sul (UFRGS), Brazil; Ministry of Education of China (MOEC) , Ministry of Science & Technology of China (MSTC) and National Natural Science Foundation of China (NSFC), China; Ministry of Science and Education and Croatian Science Foundation, Croatia; Centro de Aplicaciones Tecnológicas y Desarrollo Nuclear (CEADEN), Cubaenergía, Cuba; Ministry of Education, Youth and Sports of the Czech Republic, Czech Republic; The Danish Council for Independent Research | Natural Sciences, the VILLUM FONDEN and Danish National Research Foundation (DNRF), Denmark; Helsinki Institute of Physics (HIP), Finland; Commissariat à l'Energie Atomique (CEA) and Institut National de Physique Nucléaire et de Physique des Particules (IN2P3) and Centre National de la Recherche Scientifique (CNRS), France; Bundesministerium für Bildung und Forschung (BMBF) and GSI Helmholtzzentrum für Schwerionenforschung GmbH, Germany; General Secretariat for Research and Technology, Ministry of Education, Research and Religions, Greece; National Research, Development and Innovation Office, Hungary; Department of Atomic Energy Government of India (DAE), Department of Science and Technology, Government of India (DST), University Grants Commission, Government of India (UGC) and Council of Scientific and Industrial Research (CSIR), India; Indonesian Institute of Science, Indonesia; Centro Fermi - Museo Storico della Fisica e Centro Studi e Ricerche Enrico Fermi and Istituto Nazionale di Fisica Nucleare (INFN), Italy; Institute for Innovative Science and Technology , Nagasaki Institute of Applied Science (IIST), Japanese Ministry of Education, Culture, Sports, Science and Technology (MEXT) and Japan Society for the Promotion of Science (JSPS) KAKENHI, Japan; Consejo Nacional de Ciencia (CONACYT) y Tecnología, through Fondo de Cooperación Internacional en Ciencia y Tecnología (FONCICYT) and Dirección General de Asuntos del Personal Academico (DGAPA), Mexico; Nederlandse Organisatie voor Wetenschappelijk Onderzoek (NWO), Netherlands; The Research Council of Norway, Norway; Commission on Science and Technology for Sustainable Development in the South (COMSATS), Pakistan; Pontificia Universidad Católica del Perú, Peru; Ministry of Science and Higher Education, National Science Centre and WUT ID-UB, Poland; Korea Institute of Science and Technology Information and National Research Foundation of Korea (NRF), Republic of Korea; Ministry of Education and Scientific Research, Institute of Atomic Physics and Ministry of Research and Innovation and Institute of Atomic Physics, Romania; Joint Institute for Nuclear Research (JINR), Ministry of Education and Science of the Russian Federation, National Research Centre Kurchatov Institute, Russian Science Foundation and Russian Foundation for Basic Research, Russia; Ministry of Education, Science, Research and Sport of the Slovak Republic, Slovakia; National Research Foundation of South Africa, South Africa; Swedish Research Council (VR) and Knut & Alice Wallenberg Foundation (KAW), Sweden; European Organization for Nuclear Research, Switzerland; Suranaree University of Technology (SUT), National Science and Technology Development Agency (NSDTA) and Office of the Higher Education Commission under NRU project of Thailand, Thailand; Turkish Atomic Energy Agency (TAEK), Turkey; National Academy of Sciences of Ukraine, Ukraine; Science and Technology Facilities Council (STFC), United Kingdom; National Science Foundation of the United States of America (NSF) and United States Department of Energy, Office of Nuclear Physics (DOE NP), United States of America.
Political participation is an important aspect of the integration of Muslim citizens into western societies. However, Muslims' formal political participation is often met with resistance from the majority population. In two studies, we investigated among national samples of majority Dutch whether the level of resistance to the democratic political organizations of Muslim citizens is associated with political orientation and level of education. Furthermore, we examined whether these associations are mediated by the endorsement of multiculturalism. Findings from both studies show that the higher educated and politically left-wing individuals are more supportive of Muslim political organisation and that this association is (partly) explained by the endorsement of multiculturalism. Additionally, in Study 2 it is found that attitudes toward cultural tradition and group equality mediate the relations between education and political orientation with multiculturalism.
Political participation is an important aspect of the integration of Muslim citizens into western societies. However, Muslims' formal political participation is often met with resistance from the majority population. In two studies, we investigated among national samples of majority Dutch whether the level of resistance to the democratic political organizations of Muslim citizens is associated with political orientation and level of education. Furthermore, we examined whether these associations are mediated by the endorsement of multiculturalism. Findings from both studies show that the higher educated and politically left-wing individuals are more supportive of Muslim political organisation and that this association is (partly) explained by the endorsement of multiculturalism. Additionally, in Study 2 it is found that attitudes toward cultural tradition and group equality mediate the relations between education and political orientation with multiculturalism.
Political participation is an important aspect of the integration of Muslim citizens into western societies. However, Muslims' formal political participation is often met with resistance from the majority population. In two studies, we investigated among national samples of majority Dutch whether the level of resistance to the democratic political organizations of Muslim citizens is associated with political orientation and level of education. Furthermore, we examined whether these associations are mediated by the endorsement of multiculturalism. Findings from both studies show that the higher educated and politically left-wing individuals are more supportive of Muslim political organisation and that this association is (partly) explained by the endorsement of multiculturalism. Additionally, in Study 2 it is found that attitudes toward cultural tradition and group equality mediate the relations between education and political orientation with multiculturalism. ; peerReviewed ; publishedVersion
Political participation is an important aspect of the integration of Muslim citizens into western societies. However, Muslims' formal political participation is often met with resistance from the majority population. In two studies, we investigated among national samples of majority Dutch whether the level of resistance to the democratic political organizations of Muslim citizens is associated with political orientation and level of education. Furthermore, we examined whether these associations are mediated by the endorsement of multiculturalism. Findings from both studies show that the higher educated and politically left-wing individuals are more supportive of Muslim political organisation and that this association is (partly) explained by the endorsement of multiculturalism. Additionally, in Study 2 it is found that attitudes toward cultural tradition and group equality mediate the relations between education and political orientation with multiculturalism. ; peerReviewed ; publishedVersion