SWOT Analysis for Bologna Process

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1 INTERNATIONAL WEEK 7 12 April 2014 University of Economics in Katowice, Poland SWOT Analysis for Bologna Process RIZUN NINA PhD in Technical Sciences, Associate Professor, Head of the Department of Economic Cybernetics and Modern Information Technologies Alfred Nobel University, Dnipropetrovs'k, Ukraine

2 Alfred Nobel University Dnipropetrovsk, Ukraine INTERNATIONAL WEEK 7 12 April 2014 University of Economics in Katowice, Poland

Alfred Nobel University The University was established in 1993 In 2005 the University was granted the fourth (the highest) level of accreditation in Ukraine

3 Alfred Nobel University The University was established in 1993 In 2005 the University was granted the fourth (the highest) level of accreditation in Ukraine Today the student body of the University totals about 6,000 students The University qualifies Bachelors in 15 fields of studies and Masters in 14 fields of studies

Main Fields of Studies Enterprise Economy Economic Cybernetics Marketing Management International Economics Accounting and Auditing Finance and Credit Commodity

4 Main Fields of Studies Enterprise Economy Economic Cybernetics Marketing Management International Economics Accounting and Auditing Finance and Credit Commodity Analysis and Commercial Activities Philology: translation Philology: language and literature Applied Linguistics Political Studies Law Psychology Social Pedagogy

5 PhD Study According to the decision certifying the Ministry of Education and Science of Ukraine in the Alfred Nobel University opened postgraduate and doctoral studies. To graduate annually with a set margin and on the job the following specialties: The theory and history of economic thought Economy and Management of National Economy Economy and Enterprise Management Money, finance and credit Postdoctoral open in the following areas: Economy and Management of National Economy Economy and Enterprise Management

6 Schools of Research Economic Schools: 1. World Economy of the XXI Century: Cycles and Crises 2. Globalization and Macroeconomic Regulation 3. New processes and effects of uncertainty in the global economy 4. The finance perspectives within the economy with chaotic structure 5. Problems and Prospects of Ukraine's Financial System 6. Research into ways to improve competitiveness of domestic enterprises 7. Methodological support of corporate governance and project management

7 Schools of Research Schools of Social Sciences and Humanities: 1. Theory and Methodology of Teaching Foreign Languages 2. Investigation of complex social and market systems 3. Research on the vocabulary of scientific and advertising discourse

Alfred Nobel University s Scientific Journals The academic journal

Database, Index Copernicus The academic journal "European Vector of

Database, Index Copernicus The academic journal "Messenger of the

8 Alfred Nobel University s Scientific Journals The academic journal "Academic Review", which is included in the International Academic Database, Index Copernicus The academic journal "European Vector of Economic Development, which is included in the International Academic Database, Index Copernicus The academic journal "Messenger of the International Nobel Economic Forum", which is included in the International Academic Database, Index Copernicus

International Programm In 2010 the University initiated the unique English programme for Bachelors in «International Management», validated by

9 International Programm In 2010 the University initiated the unique English programme for Bachelors in «International Management», validated by the University of Wales Graduates of this programme receive two diplomas British BA (Hons) «International Management» and Ukrainian state diploma

11 In September 2008 the University initiated the first International Nobel Economic Forum «World Economy in XXI century: cycles and crises»

2008 within the framework of the first International Nobel Economic Forum.

12 Memorial Symbol - Alfred Nobel Planet The ceremonial opening of the sculpture composition «ALFRED NOBEL PLANET» took place on 12 September, 2008 within the framework of the first International Nobel Economic Forum. The memorial is now a symbol of Dnipropetrovsk and has no analogues in the world.

13 In 2011 the University initiated the International Nobel Student Internet Contest in Economics

14 The Bologna Process Topical Issues on Ukrainian Level Ukraine joined the process in 2005

15 Three-cycle Degree System Ukraine realized the three-cycle degree system: the first Bachelor s degree (4 years); the second Master s degree (1-2 years); the third Doctoral level (3 years)

16 European Credit Transfer and Accumulation System (ECTS) Bachelor s degree (240 ECTS); Master s degree ( ECTS); Doctoral s degree (180 ECTS). students spend less time in the university, however the time for individual work increased; 100 Points Knowledge Evaluation System was introduced

17 100 Points Knowledge Evaluation System National grade Marks, % Excellent Good Satisfactory Fail 1 49

18 100 Points Knowledge Evaluation System ECTS Marks, % A B C D E FX F 0-29

19 Forms of Training Courses Simulation and virtual programs Seminars Distance learning Practical lessons Problem based learning Case-based learning

20 The Development Strategy The specialists training does not correspond to the market requirements. More than the half of Ukrainian universities trains either lawyers or economists The last decade has shown the change of students in humanities to students in technical sciences ratio from 20:80 to 80:20 According to optimistic scenario in 2020 there will be thousand students, which is only 54 per cent of the student s contingent in 2007 Due to the establishment of large amount of higher educational institutions in Ukraine throughout last 20 years and crisis in country s demography the number of places in national universities exceeds the quantity of school leavers

21 The Problems of Higher Educational Establishments Bachelor s degree is not widely renowned in Ukraine. As a rule the applicant chooses the major, but not the qualification level No one exactly knows the difference between the specialist s and master degree. On the one hand the specialist and master training programs are almost the same and this enables 90 per cent of bachelors to continue education. This way the universities do not select the best students after obtaining the bachelor s degree to continue their studies and become scholars in certain fields There is a proposition to change the specialist s degree to master degree of engineering

22 National Qualifications Frameworks 3. The process of developing the NQF has been set up, with stakeholders identified and committee(s) established 2. The purpose(s) of the NQF have been agreed and outlined 1. Decision to start developing the NQF has been taken by the national body responsible for higher education and/or the minister

23 The Scheme of Designing of Higher Education Standards National Qualifications Frameworks Degree Levels Competences National Standard Classification System Qualifications Field of Studies National Standard Higher Education Standards Industry Standard COURSE DESCRIPTION BY FIELD OF SPECIALIZATION EVALUATION METHODS COMPETENCES knowledge, skills and competence COURSE DESCRIPTION Умения OUTCOMES EVALUATION STATE CERTIFICATION Educational qualification program Educational and Vocational Programs

24 LEARNING OUTCOMES Bachelor s degree Master s degree Doctoral s degree Setting Operational context Operates in predictable and defined contexts that require the use of given techniques and information sources. Operates in a range of varied but predictable contexts that require the use of specific range of techniques and information sources. Operates in situations of varying complexity and predictability requiring the application of a wide range of techniques and information sources. Operates in complex and unpredictable contexts, requiring selection and application from a range of largely standard techniques and information sources. Operates in complex and unpredictable and/or specialized contexts, and application from a range of advanced techniques and information sources. Operates in complex and unpredictable and/or specialized contexts at the forefront of knowledge. Autonomy and responsibility for actions Acts largely under direction or supervision, within defined guidelines. Takes responsibility for initiating and completing tasks and procedures. Acts with limited autonomy, under direction or supervision, within defined guidelines. Takes responsibility for the nature and quality of outputs. Acts with limited supervision and direction, within defined guidelines accepting responsibility for achieving personal and/or group outcomes and/or outputs. Acts with minimal supervision or direction, within agreed guidelines taking responsibility for accessing support and accepts accountability for determining and achieving personal and/or group outcomes. Acts with initiative in decision-making and accessing support, within professional or given guidelines, accepting full accountability for outcomes. Acts autonomously and with initiative. Often in a professional capacity with responsibility for self and often others.

25 LEARNING OUTCOMES Knowledge and Understanding Conceptualizatio n and Critical Thinking Problem solving, research and enquiry Has an understanding of defined areas of the knowledge base. Demonstrates an awareness of current areas of debate in the field of study. Relates principles and concepts to underlying theoretical frameworks and approaches. Carries out defined investigative strategies and communicates results effectively in a given format. Bachelor s degree Master s degree Doctoral s degree Knowledge and Understanding Has a broad understanding of the knowledge base and its terminology or discourse. Demonstrates awareness that areas of this knowledge base are open to ongoing debate and reformulation. Identifies principles and concepts underlying theoretical frameworks and begins to identify their strengths and weaknesses. Identifies a well-defined focus for enquiry, plans and undertakes investigative strategies using a limited and defined range of methods, collects data from a variety of resources, and communicates results effectively in an appropriate format. Has detailed knowledge of well-established theories and concepts. Demonstrates awareness of different ideas, contexts and frameworks and recognises those areas where the knowledge base is most/least secure. Cognitive skills Identifies and communicates principles and concepts recognizing competing perspectives. Undertakes research to provide new information and/or explores new or existing data to identify patterns and relationships. Uses appropriate theoretical models to judge the significance of the data collects recognizing limitations of the inquiry. Has a systematic understanding of the base and its interrelationship with other fields of study. Demonstrates current understanding of some specialist areas in depth. Works with ideas at a level of abstraction, arguing from competing perspectives. Identifies the possibility of new concepts within existing knowledge frameworks and approaches. Demonstrates confidence and flexibility in identifying complex problems. Identifies, selects and uses investigative strategies and techniques to undertake a critical analysis, evaluating the outcomes. Has a deep and systematic understanding within a specialized field of study and its inter-relationship with other relevant disciplines. Demonstrates an understanding of current theoretical Uses ideas at a high level of abstraction. Develops critical responses to existing theoretical discourses, methodologies or practices and suggests new concepts or approaches. Designs and undertakes substantial investigations to address significant areas of theory and/or practice. Selects appropriate advanced methodological approaches and critically evaluates their effectiveness. Works with theoretical/research knowledge at the forefront of the discipline. Demonstrates a comprehensive understanding of techniques Develops ideas at a high level of abstraction. Develops theoretical discourses, methodologies or practices critically analysing their development and application. Acts independently and with originality in problem solving. Develops or adapts appropriate advanced methodological approaches and critically evaluates their effectiveness.

26 LEARNING OUTCOMES Synthesis and Creativity Analysis and evaluation Collects information to inform a choice of solution to standard problems in familiar contexts. Bachelor s degree Master s degree Doctoral s degree Cognitive skills Applies knowledge in Flexibility and creativity unfamiliar contexts, Collects information applies knowledge in synthesizes ides or from a variety of Collects and unfamiliar contexts, information to authoritative sources synthesizes to inform a synthesizes ides or generate novel to inform a choice of choice to solutions to information in solutions. Achieves a solutions to standard problems in unfamiliar innovative ways, and body of work or problems in familiar contexts. generates practice that is contexts. transformative coherent and solutions. resolved. Analyses a range of information using pre-defined principles, frameworks or criteria. Judges the reliability of data and information using predefined techniques and/or criteria. Analyses a range of information comparing alternative methods and techniques. Selects appropriate techniques/criteria for evaluation Analyses new, novel and/or abstract data using and appropriate range of established subject-specific techniques. Judges the reliability, validity and significance of evidence to support conclusions Performanc e and practice Personal enabling skills Undertakes analysis of complex, incomplete or contradictory evidence/data and judges the appropriateness of the enquiry methodologies used. Synthesizes and applies new approaches, in a manner that can contribute to the development of methodology or understanding in that discipline or practice. Undertakes independent analysis or evaluation, managing complexity, incompleteness of data.

27 Knowledge Evaluation System The Results of Research

28 Structure of the Expert system

29 Control Knowledge

30 Evaluation of the Test Tasks Quality Evaluation Methodology System

31 The Methodology of Reducing the Inaccuracy of Scaling of Test Tasks The Time Since the Appearance of Test's Task on the Screen till the Moment of the Solution's Implementation An objective tool of the complex quantitative formalization (scaling) the degree of difficulty: the statement and visual representation of the test's task; the test's task itself causes the timetable for processing the test's task; the technology of entering the decision.

32 The Methodology of Reducing the Inaccuracy of Test Tasks Quality 1. Heuristic Algorithm of the Test Tasks Quality Express Analysis. It allows to solve the problems of complexity of completing the correlation matrix of test results by formalizing the methodology of its phased guarantee receipt using two-parent matrix* 2. Heuristic Algorithm of Expanded Analysis and of Improving the Test Tasks Quality. Includes possibility of identifying the fact and assuming the ways of eliminating the problematic character of Test Tasks** *Rizun, N. (2012), Methodology of System Express-Analysis of the Testing Material Quality, Information Technologies and Computer Engineering, Vinnitsa, pp (the original is in Ukrainian). **Rizun, N. (2010), Heuristic algorithm for improving the technology of test task quality assessment, The Eastern-European Journal of Enterprise Technologies, No. 3/11 (45), pp (the original is in Russian).

33 Identifying the Strategy of Conducting the Testing Session

34 Identifying the Strategy of Conducting the Testing Session 2. The algorithm of sequential delivery of Test Tasks in order to reduce the Target Level of cognitive competences*, which consists of the following concepts: the successful solution of most part of Test Tasks on the highest Target Level can be interpreted as the achievement of the tested level; in case of unsatisfactory results of test passing of the current Target Level individual can confirm his HC rating by passing the corresponding Test Tasks set of lower Target Level. *Taranenko, Y. and Rizun, N. (2011), The Method of Computer Testing of Students Knowledge: Utility model license No Ukraine: MPK G06F 7/00, License holders: Taranenko, Y., & Rizun, N., No. u

35 Evaluation Criteria System

A Tool For Identifying The Testee's Individual Specifications f Correlation coefficient K t *, t between the series of the reference and the actual time of cognitive processes for test's task

36 A Tool For Identifying The Testee's Individual Specifications f Correlation coefficient K t *, t between the series of the reference and the actual time of cognitive processes for test's task performance The interpretation of the normalized correlation coefficient ranges as a level of the cognitive confidence (CC) may be the following: Kholod, B., Taranenko, Y., Rizun, N. (2012), The Method of Computer Testing of Students Knowledge: Invention Patent No Ukraine: G06F 7/04 ( ). Patent holders: Alfred Nobel University, Dnipropetrovs k, No. a

37 An Algorithm for Adaptive Identification of the Informativeness Level of problem-oriented Knowledge System

38 Phases of Stability of Individual Cognitive Activity primary reaction decompensation overcompensation subcompensation compensation

An Algorithm for the Identification of Phases of the Individual's Cognitive Processes During Test Session The averaging forms of empirical time

39 An Algorithm for the Identification of Phases of the Individual's Cognitive Processes During Test Session The averaging forms of empirical time series of the deviation of the actual test task processing time from reference one High level of the CPQ Phases of Activity and Intensity of Activity

40 Low level of the CPQ Middle level of the CPQ The averaging forms of empirical time series of the deviation of the actual test task processing time from reference one Phases of Activity and Intensity of Activity

41 Specifications of the Individuals Intellectual Profile

42 The Example of Presenting the Results of Evaluation of the Cognitive Processes

43 The Example of Presenting the Results of Evaluation of the Cognitive Processes

46 Lifelong Learning Alfred Nobel University launched many projects during the last few years that enabled to improve the quality of educational services and to follow the European quality standards: Third Age University (tertiary educational attainment) International Business School correspond to the motto Education for life

47 International Activities of Alfred Nobel University membership of associations recognized by the international community; participation in international projects (university and group); international mobility programmes for lecturers and students; scientific (conferences, seminars, publications, researches); academic (foreign languages, study in foreign universities, postgraduate training); social (relationships with NGOs, volunteer projects - environment, charity; cultural and sports (festivals, competitions, contests, performances); professional (training abroad, workshops, round tables); work (helping at international camps, physical labour, lecturing at a partner university (for our University s academic staff)). international communication activities; participation in informational and other events; inclusion of Alfred Nobel University in international databases of foreign universities and other sources; participation in TV programmes; communications management system; corporate social responsibility as an important part of the University's international image

48 Student s Mobility The students of Alfred Nobel University take part in exchange programmes of European universities: Katowice University of Economics Silesian National University Silesian Health, Safety and Security Management Higher School University of Leon Kozminsky in Warsaw University of Hotkovsky in Warsaw

49 Alfred Nobel University won grant of the International Visegrad Fund The aim of the project is to create an elective course. The course will intend to look broadly at the issues and challenges faced by the CEE region during transition from a planned to a free-market economy with a particular emphasis on the Visegrad group. The course tackle broad political and economic issues connected with Visegrad functioning and cooperation. It will give an overview of the EU-accession, as well as challenges and opportunities arising from membership. Objectives: the practice of international cooperation and conflict the maintenance of international peace and security the management of international economic relations the promotion of international environmental standards related matters of concern to international society.

50 Quality Assurance The University appears to be an indisputable Ukrainian leader in international certification and standardization of its activities. The quality management system introduced at the University meets the ISO 9001:2008 requirements, which is confirmed by certificates from the People s Republic of China, Israel, Germany, the International Certification Network

51 The Quality of Education is the Advantage of the Modern University

Nobel University was nominated as a finalist of the International Contest of

52 European award for the quality of education In December 2012 at the session of the General Assembly of the European Organization for Quality (EOQ), Alfred Nobel University was nominated as a finalist of the International Contest of Quality in Central and Eastern Europe and received this prestigious European award

53 Welcome to Alfred Nobel University!

Quality in University Lifelong Learning (ULLL) and the Bologna process

Quality in University Lifelong Learning (ULLL) and the Bologna process The workshop will critique various quality models and tools as a result of EU LLL policy, such as consideration of the European Standards