Globalization of Education in the Conditions of Formation of the Global Knowledge Economy: Regularities and Tendencies

Bogoviz, Aleksei V.; Shvakov, Evgeny E.; Tretyakova, Olga G.; Zakharov, M. Yu.; Abramov, Aleksandr N.

doi:10.1007/978-3-030-15160-7_99

Cited by 29 publications

(4 citation statements)

References 5 publications

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“…Firstly, education, especially the tertiary and secondary provisions, often help learners accrue necessary skills and competencies that are needed for the work of world, as argued by [36,37], but this is, in fact, not factual for every situation [6]. However, even if the claim made by Bogviz et al 2020 [36] and Buchanan et al 2015 [37] is 100% factual, the skills and competencies delivered by Eastern institutes are borrowed from their Western counterparts, aggravating the adverse effect of the dependency theory [6,28]. Education in Eastern countries serves as an agent, not as an innovator or manufacturer [6,28].…”

Section: Relationship Between Development and Educationmentioning

confidence: 99%

“…Soon after their commencement, COVID-19 affected the education system in 2020 and continues to do so. However, most elite schools started adopting technology-based learning and assessment, blended learning, and sustainability technology in education following a dependency model [28,36,37]. The University Grants Commission (UGC) of Bangladesh issued a verdict, in which all universities must follow OBE without paying due attention to the effect of OBE on higher education [12].…”

Section: The Effect Of Mdgs and Sdgs On Secondary Schoolmentioning

confidence: 99%

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Has Secondary Science Education Become an Elite Product in Emerging Nations?—A Perspective of Sustainable Education in the Era of MDGs and SDGs

Alam

2023

Sustainability

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Education is considered the single most important tool that supports the achievement of a nation’s sustainable development. However, if a particular education program itself deprives students with a lower socioeconomic status (SES) to access it and subsequently restricts them from achieving a better performance, should such an education program be labelled as sustainable education, supporting the achievement of the SDGs (Sustainable Development Goals)? This question remains to be answered. Science education, which is also treated as an “international product”, is the most essential component in education required to ensure sustainable national development. Consequently, science education should be a “right-based education program” that every “capable student”, regardless of his/her SES, is able to obtain. This motive should ideally ensure the best practice mode of sustainable development in education. Keeping this view in mind, this research was conducted in an emerging nation, namely Bangladesh, to examine whether secondary science education has become an elite product and its consequential effect on sustainable education. A qualitative research method that adopts a descriptive analysis of secondary data was primarily used. The secondary data were collected from the public archive(s). Findings suggest that, mostly, students with a privileged SES can access science education programs. Moreover, these students perform well in major public examination(s). Primary data further collected by Focus Group Discussions (FGDs) summarise that science education is an international product. The following artificial perception has thus developed. To participate in such a program, a significant informal budget from parents’ pockets is required in order to perform well. This is an obvious conflict with the spirit of sustainable education and SDGs. Hence, policy reform guidelines for decent practice are provided to resolve this misleading perception.

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Section: Relationship Between Development and Educationmentioning

confidence: 99%

Section: The Effect Of Mdgs and Sdgs On Secondary Schoolmentioning

confidence: 99%

Has Secondary Science Education Become an Elite Product in Emerging Nations?—A Perspective of Sustainable Education in the Era of MDGs and SDGs

Alam

2023

Sustainability

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“…As mentioned before, the anchor approach is based on facilities such as research facilities, hospitals, universities or large-scale companies or manufacturers with research and educational basis, considered a seedbed for knowledge-based companies, startups and high-tech enterprises (Blakely and Hu, 2019). The anchor may also be a supporting organization in the form of a university such as Stanford University acting as an environment (ecosystem) maker or a place such as Silicon Valley, where an agglomeration of high-tech firms already exists (Bogoviz et al, 2020;Cosgrave et al, 2013).…”

Section: Innovation District Approachesmentioning

confidence: 99%

The required specifications of a fourth-generation university to shape innovation district under anchor approach: a meta-synthesis analysis using text mining

Asgari

Taskoh

Nodooshan

2021

IJIS

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Purpose This paper aims to introduce a conceptual model for the shaping of the innovation district under the anchor approach by extracting the specifications of the fourth-generation university. Design/methodology/approach This study selected 550 resources and reduced them to 190 to achieve the most appropriate resources. This study used a meta-synthesis analysis approach using a text-mining method due to the multidisciplinary and voluminous nature of contents. Findings The results first reveal the shaping process and the components of innovation districts, which are: innovational urban infrastructures, knowledge economy and competitiveness and academic development. Second, this study also shows the specifications of a fourth-generation university to shape innovation districts. Practical implications This study also informs the policymakers and researchers internationally about the implementation requirements of a fourth-generation university and the shaping mechanisms of an innovation district. Originality/value This paper is pioneer about two concepts, first, it shows the shaping process of an innovation district, providing a large-scale insight about the components and second, this illustrates for the first time the specifications of a fourth-generation University practically as an anchor institute to shape innovation district.

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“…Globalization and fast-growing markets are becoming the biggest concern for companies that operate in the century. Besides regular business companies, we cannot exclude educational institutions [1], especially the private ones. They all have the same vision, to satisfy their customers and workers and increase productivity as well as their profit.…”

Section: Introductionmentioning

confidence: 99%

Implementation of Lean Practices in a Higher Education Institution’s Student Affairs Office: A Case Study from a Bosnian University

Krdžalić

Brgulja

Duraković

2020

Int. J. Adv. Sci. Eng. Inf. Technol.

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Higher education is a key element of prosperous communities, and the quality of education should be a priority in attracting prospective students. Good education implies good academic staff, well-equipped laboratories, facilities, and efficient processes. Maintain efficient processes is challenging abut achievable. One of the possible solutions to improve education processes is to pursue a lean strategy in order to reduce waste and non-value-added activities. The purpose of this paper is to combine paying off strategies from manufacturing companies with higher education institutions (HEI), in order to enhance the quality of education and efficiency of higher education institutions. This research deals with application lean tools in university processes with the aim of investigating the possibility of applying lean concepts in HEI. Processes from the student affairs office from a Bosnian university were taken as a case study. The tools were used for data collections, student satisfaction measurement, process efficiency analysis and assessment whether the university is ready for the implementation of the lean concept. As a result, it was observed that communication channels between university and students are weak, the student information system does not respond to students' needs, internal communication channels need to be improved and human resources are underused. Overall, it was found that the lean strategy can be applied in HEIs but for the successful implementation of lean thinking, lifestyle from top management to lower management must be adopted.

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Globalization of Education in the Conditions of Formation of the Global Knowledge Economy: Regularities and Tendencies

Cited by 29 publications

References 5 publications

Has Secondary Science Education Become an Elite Product in Emerging Nations?—A Perspective of Sustainable Education in the Era of MDGs and SDGs

Has Secondary Science Education Become an Elite Product in Emerging Nations?—A Perspective of Sustainable Education in the Era of MDGs and SDGs

The required specifications of a fourth-generation university to shape innovation district under anchor approach: a meta-synthesis analysis using text mining

Implementation of Lean Practices in a Higher Education Institution’s Student Affairs Office: A Case Study from a Bosnian University

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