Edu-Business: Prerequisites for Commercial Quality Management in Ukrainian Higher Education

Kalashnikova, Tetiana V.; Salun, Maryna; Katan, Liudmyla; Marenych, Tetiana

doi:10.24874/ijqr14.04-16

Cited by 2 publications

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“…According to them, the source of a positive learning environment is rewarding for students. Kalashnikova et al, (2020) In this regard, the tasks of school management and administration for the implementation of a positive learning environment become necessary (see Figure 1). Fulfillment of these tasks will allow to fully implement a specific goal of school management and governance, as a consequence, to ensure the implementation of a positive learning environment in school education.…”

Section: Resultsmentioning

confidence: 99%

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Positive learning environment in educational sphere

Stepanenko¹,

Ohrimenko²,

Shaforost

et al. 2021

Eduweb

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The practical implementation of a positive learning environment in school education needs detailed research. Its effects can be achieved by creating appropriate learning environments and technological support to provide a high-quality education for students. Schools must be purposefully designed to inspire creativity, independence, and a love for learning to provide students with an exceptional education. Great school environments must be prepared to support students' intellectual, physical, social, and emotional development. Schools must also continually improve their campuses in response to students' needs. In terms of positive environment theory, a positive environment can contribute to students' successful academic adjustment. The student's academic success is a result of academic adjustment accordingly and can be assessed through intellectual engagement and self-managed learning. This research aims to establish regularity, promote the implementation of a positive learning environment in school education by surveying schools, establish the ability of educational institutions to provide a positive learning environment in school education, and determine the attitude of students and schoolmasters towards a positive learning environment. Research methods: comparative analysis; survey; systematization, and generalization. Results. As a result of the survey, it was found that students understood a positive learning environment in school education as a fun environment (235 students), a quiet environment (214 students), an environment where schoolteachers are not discouraged (208 students), a background with values (171 students), a place as home (174 students), an environment where ideas are respected (163 students), an environment where there is no fighting (186 students), an environment with rules (185 students), an environment where games are allowed (179 students), an environment where no one is afraid of the schoolmaster (181 students), an environment where responsibilities are performed (172 students), etc. The schoolmasters were found to understand a positive environment in school education as a quiet environment (6 schoolmasters); an environment where everyone feels valued (28 schoolmasters); an environment that focuses on unique and inclusive education (4 schoolmasters); a fair environment for all (16 schoolmasters); an environment where people trust each other (13 schoolmasters); an environment where everyone is at peace (10 schoolmasters); an environment where everyone finds something for themselves (17 schoolmasters); an environment where there is no repression (21 schoolmasters). Based on the research conducted, we found that the existing proposals of schoolteachers and students for the positive learning environment implementation in school education contribute to the solution of the current problems through further educational process improvement. It will ensure a positive learning environment implementation in school education. It was defined that the importance is acquired by the school management and administration tasks for the positive learning environment implementation, which fulfillment will allow fully implement a particular school management and administration target. Ensuring a positive learning environment in school education has been found to contribute to implementing 10 critical competencies according to the New Ukrainian School Concept.

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Section: Resultsmentioning

confidence: 99%

“…Figure 1. Tasks of school management and administration Source: Compiled by the authors based on official data ofKalashnikova et al, (2020) …”

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Positive learning environment in educational sphere

Stepanenko¹,

Ohrimenko²,

Shaforost

et al. 2021

Eduweb

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An Integrated Approach to Assessing the Quality of Higher Education for Students

Chernenko

2024

GoS

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The article discusses an integrated approach to assessing the quality of higher education for students. The author analyzes modern approaches to managing the quality of education, as well as compares different approaches to assessing students' knowledge and skills. The author emphasizes the importance of an integrated approach that takes into account not only theoretical knowledge, but also practical skills, competence and professional readiness to work in the chosen specialty. A comparison of the most common grading systems for evaluating academic achievements is made: five-point and twelve-point scales, ECTS. The author proposes five components of an integrated approach that takes into account the levels of success in: social sciences and humanities, professionally oriented disciplines, research activities, sports and artistic achievements, and practical training at internship bases. The proposed integrated approach will allow employers to objectively assess readiness, and will also help young people find their first job.

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Edu-Business: Prerequisites for Commercial Quality Management in Ukrainian Higher Education

Cited by 2 publications

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Positive learning environment in educational sphere

Positive learning environment in educational sphere

An Integrated Approach to Assessing the Quality of Higher Education for Students

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