The whole higher education (HE) teaching and learning environment nowadays is formed by similar phenomena: greater, more ambitious and diverse student structure, high quality demands, rapidly changing technological opportunities, higher hopes from government, students and employers that the graduates will be prepared for quickly changing workplaces. Changes and uncertainty in the world are unceasing topics of discussion and research in any industry. Preparing students to live in today's uncertain world is an important task for universities. In the context of a suitable study process development, at the moment study programmes and study courses in HE institutions in Latvia are being reorganised, new demands are being defined for academic staff, extensive evaluation of study process and involved participants is being carried out, including one of the common practices in HE institutions-student surveys. The obtained results are being used not only in quality assurance for quality control but also to establish the necessary improvements and continuous development of studies. Yet, more and more frequently employers state that graduates are not sufficiently prepared for the changing and uncertain world and professional life. Why? As the 'world of work' has also advanced, the changes in HE institutions are not always being implemented according to the dynamic demands of the industries. The implementation of changes brings about not only a shift in organisation of HE institution performance but also changes in perception and comprehension of students and academic staff. With the purpose of study process supervision, the opinion of students is identified more frequently than the opinion of academic staff. Therefore, a question about how academic staff of HE institutions implement their professional activity that forms the framework of their professional mastery, becomes topical, because the professional mastery of HE academic staff is a prerequisite for the processes of development of student professional mastery. The way how academic staff of HE institution see themselves as people, as lecturers, is an important aspect of how they implement their professional mastery (Ashwin et al., 2015). This demand formed the research question: what creates the professional mastery framework of a HE lecturer who prepares students for a situation of uncertainty and changes. In order to answer the research question, scientific literature was analysed, a binding framework and reasoned professional academic staff framework
Riga Stradins University (RSU) has almost 70-year-experience in implementing health care and 20-year-experience social science studies. RSU has more than 9000 students, 26% of whom are international students. International recognition is enabled by direct correlation between quality of studies and competitiveness of graduates. Quality of studies is being systematically improved and mapping of the study results is a significant tool in implementation of the process. A mapping system created by RSU makes it possible to analyse study programmes, study course connections, succession, implementation, novelty and correspondence to the professional standard requirements, identifying level of alignment between graduate outcomes, study programme, study course results and study activities. Consequently, it is possible to trace synergy between a study programme and development tendencies of the discipline. With rapid developments in the medical industry, discussions about the use of biomaterials are being raised, which is an essential component in strategical specialisation fields in Medicine and Dentistry in RSU. Biomaterials are used in many of today's medical devices, including artificial skin, blood vessels, hearts, pacemakers, dental fillings, wires, plates and pins for bone repair, total artificial joint replacements. The aim of the research is to study the conformity of biomaterials content acquisition in RSU Dentistry study programme to significant research findings.
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Several issues are always on the agenda in higher education, most notably quality assessment methods and whether this methodology has a direct influence on teaching, and the improvement of teaching quality by including effectiveness, efficiency, reliability, responsiveness as well as empathy. On the one hand it is a logical and a justified movement towards the standardisation of quality assessment procedures, but on the other hand, integration of an individualised approach, which would allow assessing one’s performance in essence and providing solutions for different higher education practice specifics, which we can see both in higher education institutions internationally as well as locally. The purpose of quality assessment is to define must-do and must-have things, so that higher education institutions would integrate emerging tendencies. Transforming assessment is crucial for the performance of the entire institution, both in planning and in managing the everyday work of the institution, as well as by applying assessment methods to the academic staff and students individually. By acknowledging the results, additional decisions should be made, e.g., what strategies and methods should be used to promote teacher motivation, what should be done to achieve better study results, what do better performing students need, and how to approach those students who are performing poorly. This research aims to explore the formative assessment experience at the Rīga Stradiņš University (hereinafter RSU), which is crucial to nurture quality culture in higher education. The formative approach in quality allows you to build and strengthen the understanding of quality within the organisation showing that quality assessment is quality forming and altogether it is a continuous process. Key words: quality assessment, quality assurance, quality culture, higher education, formative assessment.
An individual's knowledge and skills, also known as human capital, shape its professional quality and become a valuable resource for the organization when entering an employment relationship. Investment in human capital, promoting the formal and non-formal lifelong learning of the workforce while implementing targeted capital monitoring, is essential to achieve the strategic goals of the organisation. In addition, in particularly critical areas such as healthcare, human capital management can play a crucial role in ensuring the quality of healthcare and patient safety. The study aims to analyse the research carried out on the aspects of human capital management of the healthcare workforce and its role in the health sector. To achieve the goal, a rapid review was performed by including articles indexed in the databases Scopus and Web of Science in the period 2017-2021, according to search strategy. The study shows - human capital is mostly analysed at the national or regional level as an indicator of a country's level of development (macro-dimension). At the same time, relatively little research has been conducted at the micro-dimension, where management of human capital of the healthcare workforce has been studied at the institutional or sectoral level. Research on human capital management in the healthcare sector at the institutional level only fragmentarily reflects its importance and does not provide a comprehensive picture of effective management methods or systems, as well as benefits or barriers to implementation. There is a significant lack of research on the interaction of human capital management with specific factors in the healthcare sector, such as the quality of health care and the safety of patients and healthcare professionals.
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