Involving Stakeholders in Shaping Educational Legislation and Policy in Ukraine

Bobrytska, Valentyna; Лузік, Ельвіра Василівна; Reva, Tatiana; Spitsin, Yevheniy; Akmaldinova, Victoria

doi:10.12973/eu-jer.9.3.1189

Cited by 5 publications

(9 citation statements)

References 26 publications

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“…Concerning governance, studies highlight the involvement of the stakeholders of higher education in strategic planning and policy-shaping. This has proven to be an alternative to the conventional law-making procedure in the sphere of education (Bobrytska et al, 2020). However, some studies express scepticism about the effectiveness and necessity of involving external stakeholders in the governance of institutions.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Graham et al (2012) contend that education crisis time is appropriate for fundamental curriculum development as institutions, educational systems, and instruction methods change owing to 'external shock'. Bobrytska et al (2020) found that this crisis has caused a shift from an input-based accreditation to an outcome-based scheme in higher education in Ukraine and that a new curriculum framework is needed.…”

Section: Literature Reviewmentioning

confidence: 99%

“…Given this context, engaging stakeholders in the strategic organisational and educational activities are regarded as the mechanism of leveraging the quality of both management and educational processes. This is achieved through the adoption of new approaches to establishing and maintaining relationships between internal and external educational stakeholders with a focus on benefits they can gain (Bobrytska et al, 2020;Tantalo & Priem, 2016;Turan et al, 2016).…”

Section: Theoretical Frameworkmentioning

confidence: 99%

“…Employability has been a skill gap in the labour market and higher education in Ukraine for the past decade (OECD Eurasia, 2015). Recent studies suggest that this gap can be addressed through reshaping skills strategy at the national and legislative levels, designing tailored skills' policies based on the sector's needs, developing and implementing a system of on-thejob training at the university level, establishing a dialogue between educational institutions and employers, and introducing educational reforms while monitoring and evaluating the policy change effects (Bobrytska et al, 2020;Carpio et al, 2017).…”

Section: Introductionmentioning

confidence: 99%

“…Involving both internal and external stakeholders of higher education in upgrading the educational process to make it focused on fostering students' readiness to build a career is of growing importance (Bobrytska et al, 2020;Borg et al, 2017;Langrafe et al, 2020). This involvement of a variety of stakeholders is aimed at giving meaning to career-building which is leveraged by integrating that meaning into academic curricula and instruction.…”

Section: Introductionmentioning

confidence: 99%

See 4 more Smart Citations

Involving University Stakeholders in Upgrading the Fostering of Students’ Readiness to Embark on a Career

Olefirenko

Bobrytska

Батечко

et al. 2021

IJLTER

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The purpose of the study was to identify how stakeholders of higher education can influence the quality of the educational process and students’ readiness to embark on a career. The study used qualitative and quantitative methods sequentially with the quantitative method predominating. It relied on a survey research design and quasi-experiment with some features of a descriptive case study such as conducting observations by the external stakeholders and administering measurements. The study addressed the issues related to curriculum governance, instruction, learning assessment, and teaching resources. It also eliminated the loopholes in lecturers’ attempts to foster the students’ readiness to build a career. It enabled an objective and unbiased evaluation of the overall students’ professional efficacy during the students’ job internships. The baseline survey showed that the students and lecturers reported that they experienced limited satisfaction with the programmes. The self-branding project influenced the students’ academic efficiency and career development skills positively. The mean value for the effect size d was 0.67, indicating that it was large and statistically significant. The observation report provided by representatives of the host organizations implied that the representatives of the host companies were generally pleased with the quality of the occupational readiness of the students. The study will benefit the researchers and practitioners in terms of building long-term relationships and sharing responsibility for the quality of professional training of the students.

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Section: Literature Reviewmentioning

confidence: 99%

Section: Literature Reviewmentioning

confidence: 99%

Section: Theoretical Frameworkmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

See 3 more Smart Citations

Involving University Stakeholders in Upgrading the Fostering of Students’ Readiness to Embark on a Career

Olefirenko

Bobrytska

Батечко

et al. 2021

IJLTER

View full text Add to dashboard Cite

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Enhancing Analytical Thinking in Tertiary Students Using Debates

Spaska¹,

Savishchenko²,

Komar³

et al. 2021

EUROPEAN J ED RES

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The purpose of the study was to identify how debates effected the analytical thinking abilities of tertiary students and how the debates as an instructional approach were perceived by the students. The study used quantitative data collection methods such as tests and observation checklists and qualitative data collection methods such as a focus group discussion. The data was yielded from the measurements of students' analytical thinking, critical thinking, problem-solving skills, and decision-making skills. The pretest and posttest measurements were administered using the test of analytical skills, the quiz entitled "Get Ready to Test Your Analytical Skills!", and the problem-solving test. The study found that the debates improve the students' analytical thinking abilities and are perceived positively by them. The pretest and posttest measurements results, observation reports, and a focus group discussion showed that the debate-driven instructional model brought positive change to students' analytical thinking, critical thinking, problem-solving skills, and decision-making skills which are supported by the statistically significant Mean differences in all the variables. The findings from observations implied that the lessons were organised in a way that could sufficiently challenge the students, engage them in the search of information, and presenting their findings based on the facts and statistics. The results obtained from the students' responses in the outline focus group discussion found that the students appreciated participation in the debates as they associated the experience with job benefits, the practical value of the debates, learning engagement, and research.

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Involvement of Stakeholders in the Transformation of Educational Services via Taking Advantage of Extra-Curriculum Educational Activities in the Settings of Education Reform

Bobrytska¹,

Krasylnykova²,

Ladohubets³

et al. 2023

INT J EDUC METHODOL

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<p style="text-align: justify;">The purpose of the study is to explore the ways of involving university stakeholders specifically in updating educational services. It combined exploratory and observational research methods which relied on qualitative or quantitative data gathered through the researcher-designed and validated tools which were the empirical and methodological contributions to the previous research. The five most frequent choices that might encourage the stakeholders to donate or invest in an educational institution were as follows: a portfolio of the use of donations, investments, or grants, having a stake in the educational services of more than 7%, having access to budgeting and cost reporting, having a share in the institutions’ profit and being one of the decision-makers. The factors that discouraged investors from investing in education were as follows: distrust of the activity of the educational institutions in terms of addressing the stakeholders’ needs or interests, lack of engagement or cooperation, institutional and government-imposed barriers between them and the institutions, uncertainty concerning the efficiency of the institutions and inefficient use of the resources by the institutions. The initiative was complimentarily perceived by stakeholders in terms of collaboration and investment opportunities. It was also found beneficial by the sampled students.</p>

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Involving Stakeholders in Shaping Educational Legislation and Policy in Ukraine

Cited by 5 publications

References 26 publications

Involving University Stakeholders in Upgrading the Fostering of Students’ Readiness to Embark on a Career

Involving University Stakeholders in Upgrading the Fostering of Students’ Readiness to Embark on a Career

Enhancing Analytical Thinking in Tertiary Students Using Debates

Involvement of Stakeholders in the Transformation of Educational Services via Taking Advantage of Extra-Curriculum Educational Activities in the Settings of Education Reform

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