Higher Education Funding: Comparative Analysis of Portugal and Poland Public Systems

Dziawgo, Danuta; Féria, Isidro; Saúde, Sandra

doi:10.12775/cjfa.2017.002

Cited by 4 publications

(3 citation statements)

References 3 publications

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“…Students are educated in public and private universities and polytechnics. Before the present research, other studies that justify such comparisons were analysed [37][38][39]. It should be emphasized that in the curricula of future teachers and educators at both selected universities, online teaching before the COVID-19 pandemic was not used.…”

Section: Methodsmentioning

confidence: 99%

Interpersonal Competences and Attitude to Online Collaborative Learning (OCL) among Future Pedagogues and Educators—A Polish and Portuguese Perspective

Frania

Correia

2022

Education Sciences

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Interpersonal competences in relationship building, collaboration and teamwork are essential both in F2F education and in distance or hybrid styles of education. In the face of the COVID-19 crisis, as well as previous trends, some or all of the higher education didactics were transferred to the online environment. In this context, the Online Collaborative Learning (OCL) model, now known as collaborativism, is gaining importance. This research aims to diagnose and compare the level of interpersonal competences and attitude in the OCL model among students preparing for the profession of an educator, pedagogue or teacher in the autonomous region of Madeira and in Poland. Quantitative studies were conducted using the Interpersonal Competence Questionnaire by D. Buhrmester, W. Furman, M.T. Wittenberg and H.T. Reis—as adapted by Poland and Portugal. In addition, the respondents expressed their views on OCL in the self-written questionnaire. According to the research findings, the highest level of competence in the Portuguese group was achieved by the respondents in terms of: Emotional Support (EW), Conflict Management and Resolution (RK) and Negative Assertion—Asserting Influence (AO). In the Polish group, EW was the lowest. The highest level of interpersonal competences was observed for Conflict Management and Resolution (RK), Disclosure (US) and Initiation (IR). The largest group of the surveyed students in both countries expressed a positive attitude towards implementing OCL in their courses of study and declared their willingness to be a member of a group that learns online together.

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Section: Methodsmentioning

confidence: 99%

Interpersonal Competences and Attitude to Online Collaborative Learning (OCL) among Future Pedagogues and Educators—A Polish and Portuguese Perspective

Frania

Correia

2022

Education Sciences

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“…Such technologies provide management of all types of activities of a higher educational institution, but their disadvantage is a significant dependence on the accuracy of the entire system's design as a whole [8]. This is due to the fact that the need to solve a particular problem leads to the design of all functions and information structures of the system [9]. Recently, significant number of research has been carried out on the issues of determining the features of university management, analyzing the conditions of their functioning, formalizing managerial functions, and etc.…”

Section: Literature Review and Problem Statementmentioning

confidence: 99%

Development of mathematical models of the project-vector space of educational environments

Biloshchytskyi

Tsiutsiura

Kuchansky

et al. 2022

EEJET

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Based on the analysis of scientific developments in the application of project management methodology for educational environment management, the application of the vector paradigm to the construction of project management methodology in academic environments is substantiated. The methodological concept of project management in the educational environment is proposed, and the conceptual basis of the methodology of project-vector management of educational environments is created. The theoretical foundations of project-vector management of educational environments are developed. A mathematical model for managing projects in educational environments has been developed, the originality of which is ensured by representing the entities of projects, products, tools and subjects of educational environments as the objects of project-vector space, moving from the starting point (project origination) to its completion. The notion of the potential movement of objects in the project-vector space (PVS) is introduced and used in the mathematical model. The definition of unforced resistance of PVS is given, the source of which is the regularity in the influence of a significant number of objects and subjects of the project-vector space on each other, which is present in most projects of educational environments and hinders their implementation. The proposed methodology creates a modern scientific and methodological basis for the construction of project management systems in educational organizations. The practical implementation of the results of the research creates a basis for improving the efficiency and quality of educational organizations due to a well-defined organization of management procedures.

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“…Still, contrary to expectations, this had limited consequences towards generating a more market-oriented funding system. On one side, as the tuition fees were prohibited for the full-time students (but allowed for the part-time students according to Dobbins, 2011b andDziawgo et al, 2017), the part-time curricula and programs saw an important development, for covering the increase in the number of the parttime students and answering the economic demands by emphasizing the importance of the business and economic fields. Furthermore, the funding system remained focused on the state resources, which are disbursed rather on input quantitative criteria than on the performance of institutions, with the sole exception of the research area (where output-driven issues are considered in funds allotment).…”

Section: A the Restoration Of The He Systems And The Impact Of The Eu Accessionmentioning

confidence: 99%

Customer Focus in European Higher Education Systems

Ivana

Dan

Popovici

2019

Applied Ethics for Entrepreneurial Success: Recommendations for the Developing World

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This article looks at the idea and practice of customer focus in higher education. As a global trend with origins in the business and corporate world, customer focus has come to increasingly shape public services worldwide. Influenced by business thinking, terminology, and practices, governmental organizations across policy areas have used customer focus to reform public services in order to bring them closer to the demands and expectations of their users. The paper particularly analyzes changes in customer focus understanding and its implications for the E u r o p e a n h i g h e r e d u c a t i o n p o l i c i e s . T h e a i m o f t h e a r t i c l e i s t o c o n t r i b u t e t o a b e t t e r conceptualization and policy understanding of this growing approach to higher education reform.

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Higher Education Funding: Comparative Analysis of Portugal and Poland Public Systems

Cited by 4 publications

References 3 publications

Interpersonal Competences and Attitude to Online Collaborative Learning (OCL) among Future Pedagogues and Educators—A Polish and Portuguese Perspective

Interpersonal Competences and Attitude to Online Collaborative Learning (OCL) among Future Pedagogues and Educators—A Polish and Portuguese Perspective

Development of mathematical models of the project-vector space of educational environments

Customer Focus in European Higher Education Systems

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