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Design Thinking is gaining considerable attention across various domains including education; however its use in Executive Education has not been documented much in the literature to date. By integrating Design Thinking principles and methodologies into the curriculum for Executive learners, we highlight the benefits and outcomes of using Design Thinking as a pedagogical approach. This study explores the effective application of Design Thinking as pedagogy in two modules of an Executive MBA programme at Newcastle University Business School. Through a combination of blended learning materials and experiential, collaborative projects with client organizations, we set out how learners were immersed in a human-centred problem-solving process, developing creativity, empathy, and the ability to identify innovative solutions to complex business challenges. The study presents data gathered from client feedback and learners' reflective assessments, demonstrating the effectiveness and impact of Design Thinking as pedagogy. The integration of Design Thinking principles empowered learners to feel able to lead change initiatives within their organizations in their respective discipline areas effectively. This study contributes to the literature on effective educational approaches in Executive Education, emphasizing the potential of Design Thinking as pedagogy in practice to equip learners with the skills and mindsets necessary for driving organizational innovation and sustainability.
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Design thinking is a human-centred approach used in various fields, including the context of education, where it can be a powerful tool for reimagining and improving the learning experience. Educators can use design thinking to understand students' unique learning needs, interests and aspirations and tailor their teaching methods to better engage, support and inspire them. This paper is a reflective exploration of human-centred design in the context of open and distance learning (Open University of Sudan) and is particularly linked to specific curriculum design opportunities. In recent times, design thinking has gained significant importance in Open and Distance Learning. Professionals have embraced this approach to immerse themselves in students' perspectives, to understand how they think and solve problems. By adopting an innovative and creative mindset, educators seek effective solutions that cater to the unique needs of distance learners, enhancing the overall learning experience. This paper aims to delve into the strategies employed in ODL to establish more robust student engagement in the educational process, with a specific emphasis on the utilisation of Information and Communication Technology (ICT) in Open and Distance Learning (ODL). The future of design thinking in education is brimming with immense potential. It offers a transformative force, instilling students with indispensable 21st-century skills such as creativity, innovation, problem-solving, and collaboration. Design thinking can empower students to become active agents of positive change, paving the way for a brighter and more promising tomorrow. It, therefore, becomes a powerful catalyst for shaping a world of endless possibilities.
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We exist in an age of supercomplexity with policy and strategies both impacting and restricting creative curriculum development and participatory classroom practices particularly in Higher Education (HE). As academic developers who have also taught undergraduate programmes we inhabit liminal space - both enacting and subject to policy - both professing and subverting practice. In this paper we outline how we have engaged in human centred curriculum design ourselves. Typically curriculum evaluation and development processes are presented to our staff-as-students as something far removed from design thinking (DT). Curriculum design emphasises thorough thinking, it is slow-paced, and continuously evaluated. DT requires trust and collaboration, open sharing of diverse and often contradicting ideas, rapid prototyping - a non-judgemental space that will help ideas develop and grow, playing with initiatives that might not work. DT encourages experimentation. We used a collaborative Practice-Based Research (PBR) approach to explore our processes to reveal how DT can be a valuable part of a more fast-paced, urgent, creative and human centred curriculum design.
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This paper presents a conceptual model for a design thinking approach to achieving co-spontaneity in higher education contexts, particularly within ‘meetings’, (i.e., lectures, tutorials, and tutor-student feedback sessions). The model re-evaluates these meetings as an essential part of ideation and exploration—rather than as a barrier—in spaces where uncertainty can be embraced. Uncertainty is often seen as a factor to be reduced or avoided, especially in teaching, but is here viewed as essential to bringing about engaging staff-student experiences through strategically designed spontaneity for all participants. In support of this approach, the literature and reflection on practice are presented as challenges to complacency on the part of educators, championing instead the need to embrace uncertainty in design-led classrooms as desirable for both, teaching and teaching planning. The model thus proposes that spontaneity be ‘co-collaborative’ and not simply imposed upon students as yet another activity demanding compliance. Reflections from practice with this model are grouped around three themes: (i) barriers from academic culture, often on the part of staff; (ii) barriers from academic literacy, often on the part of students; and (iii) assumptions, applicable to all. By positioning these reflections alongside contexts drawn from literature around meetings, uncertainty, and risk in higher education, our four-zone model presents a continuum—from absolute control to absolute chaos. The model does not attempt to provide definitive answers to uncertainty, but instead offers a reflective tool to support, and even embrace, the benefits of uncertainty and spontaneity in teaching and planning for staff and students of design.
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This paper is a reflective account that outlines the design of two Continual Professional Development (CPD) workshop sessions based on a blend of theory for design thinking about aspects of curriculum, pedagogy and technology. The theoretical approach blended aspects of design-based research, speculative design, Activity Theory and subtractive change to address issues, barriers and explore opportunities in each workshop example that is presented. The first of these workshops brought university engineering lecturers together to explore the opportunities and barriers for integrating ‘co-creation’ as a pedagogical strategy to subject teaching alongside a new interface into their curriculum. The results show how design thinking exposes limitations and challenges that prevent the realisation of pedagogically rich interventions. The second workshop brought together post-compulsory vocational lecturers to a teacher education workshop and used the same theoretical reference points to inform and antagonise the implications that Large Language Models, such as Chat GPT, present to subject knowledge, curriculum design and modes of assessment. Here these theoretically rich forms are proposed for planning use in learning design and for reshaping curricula, where academics and other professionals supporting teaching and learning may want to introduce new technologies and integrate innovative pedagogical methods or confront new challenges to their work. They may also be used as continual professional development sessions in highly participatory, practical and creative ways that allow for lucid experimentation and to imbue professionals with agency and trust.
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Frugal innovations have the potential to address social, ecological, and economic issues. Students as future engineers and managers can play an important role to foster frugal innovations. Previous research related to the teaching of frugal innovation in higher education focus primarily on engineering and design study courses. There are no publications how to teach the concept of frugal innovation to future managers respectively, to students of the economic/business sciences. I introduce and evaluate a new concept for teaching sustainable frugal innovation to business students by means of LEGO® SERIOUS PLAY® and Design Thinking. Design Thinking as a concrete innovation method supports the sustainable frugal innovation development process and LEGO® SERIOUS PLAY® as a method of playful learning and creative education provides a less technological access for the business students to innovation development. I present concrete results of the innovation development of a TV for elderly and sustainability-conscious people. The social aspects of the developed TV addresses identified needs of elderly people for self-determination, social integration, and not feeling lonely. Regarding ecological aspects, the developed innovation addresses the four key circular economy principles: design, reduce, repair and maintenance, and reuse and recycle. Design Thinking is suitable to develop frugal innovations, due to the customer focus is emphasized in the empathize- and define-phase and highly relevant for the analysis of demanded core functionalities and related performance levels of frugal innovations. The here presented concept allows other researchers, lecturers, and practitioners to apply Design Thinking and LEGO® SERIOUS PLAY® for sustainable frugal innovations.
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The aim of this article is a linguistic and cultural analysis and interpretation of the thematic field of panic in the statements of university students. The semantic and axiological structure of the word found in texts written by young people is presented against the background of data contained in several selected dictionaries of the Polish language. The subject of the description, in addition to how a feeling is defined, is its metaphorical models and their linguistic exponents. Research shows that the textual structure of meanings and the axiology of panic include the content necessary to understand the concept and significantly expand dictionary descriptions based on the thinking, knowledge and experience of university students.
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Based on the analysis of the articles published in the magazine “Ženský svět”, the author of the research completed the image of “a new type of woman” in the Czech lands. The period of study was defined by an active struggle for women’s suffrage taken in 1900–1907. It was also shown how the deliverance of women’s consciousness from gender stereotypes took place. It was presented in their desire to go beyond the usual framework defined by the society and through the expansion of women’s secondary education, the development of vocational education and the creation of a higher education system strengthened their professionalism and independence.
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Women’s movements in Russia in the nineteenth and early twentieth centuries consisted of a number of environments that differed in terms of ideology and were activating at different times. All of them wanted to broaden women’s access to education, up to equal rights with men. For some it was the main goal, as education was a chance for women to gain economic independence and subjectivity. Achieving these goals required not only the consent of the tsarist authorities, but also a change in the patriarchal attitude of society, including women themselves. Progress was gradual, but not systematic, and there were periods of regression. The main factor was the current political and social situation in the Empire, which was very dynamic at that time. Six decades saw the spread of co-educational primary schools and Sunday schools for adults, the creation of female high schools with a curriculum close to that of male gymnasia, and female colleges of a vocational nature. Independent, active, conscious and educated leaders of women’s movements have become role models for new generations of women.
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Born on August 21, 1929 in Moscow, Vyacheslav Vsevolodovich Ivanov died on October 7, 2017 in Los Angeles. The beginning of an unprecedented scientific career of Vyacheslav Vsevolodovich was interrupted by a ruthless political campaign of the MGU management in 1959, which ended with Vyacheslav Vsevolodovich‘s expulsion from the university. Those in power at the time condemned Vyacheslav Vsevolodovich Ivanov for his public negation of the official verdict on the novel by B.L. Pasternak Doctor Živago and in support of the scientific views of the world-renowned linguist prof. dr. Roman Osipovic Jacobson. The life and work of VYACHESLAV VSEVOLODOVICH IVANOV, based on the many languages and the literatures that existed through them, which he re-searched and communicated to people (and especially to student youth) in a rarely encountered way, were through a constant intrusion in science about man and in art and closely linked with a deep humanism and an exemplary empathy. From the Editor. The memoirs of the famous German baltist Rainer Eckert about Vyacheslav Vsevolodovich Ivanov, member of the Russian Academy of Sciences, director of the Institute of World Culture at Moscow State University and professor in the Department of Slavic and East European Languages and Literatures at the University of California, an outstanding scholar of encyclopedic outlook, are dedicated to the fifth anniversary of his death. The Memoirs of Prof. Rainer Eckert are published without changes, with the author‘s references to the books and articles mentioned in the text.
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Over the past few decades, research article abstracts have been receiving increased attention of scholars. While abstracts in English have been extensively researched, there are few studies on abstracts in Russian and no studies on abstracts in Lithuanian. This study investigates the rhetorical structure and linguistic features of research article abstracts across different humanities disciplines in Lithuanian, English and Russian. My aim is to detect similarities and differences in abstract structure and corresponding linguistic features within the three different academic writing traditions. I seek to answer the question which writing tradition, the Anglo-Saxon or the Continental, is closer to Lithuanian academic writing. This study employs contrastive qualitative and quantitative analysis and corpus-based methodology. The results highlight aspects of abstract writing that may be relevant for researchers while preparing abstracts of their research articles in these three languages.
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Introduction. The article deals with the problem of improving the quality of higher education in the context of its computerization. The purpose of the article is to describe the new structure of higher education, based on the principle of a neural network, as well as to identify the prospects of digital transformation for universities, when a wide range of administrative and educational functions might be performed by artificial intelligence. Materials and Methods. The study uses structural modeling in order to build a higher education system that functions as a neural network based on theoretical analysis and reviewing of scholarly literature on the methodology of teaching in high-ranking foreign universities. The author also employs the UTAUT (Unified theory of acceptance and use of technology) model to identify students’ attitudes towards the prospects for the introduction of artificial intelligence in higher education. Results. The paper proposes and describes a new intellectual structure of the higher education system. A distinctive feature of this structure is that employers should become the main evaluators of graduates’ education outcomes. Employers’ feedback is supposed to be provided for universities, adjusting the higher education system to continuously changing market requirements. The advantage of transforming the higher education system according to the principles of neural network functioning will bring a considerable increase in the quality of preparing top-level professionals, and therefore, real prospects for restructuring the national economy will be provided, when GDP growth is ensured not by increasing the amount of exporting raw materials, but by high-tech production. The results of students’ survey conducted and processed using the UTAUT model showed that the younger generation has a positive attitude towards the introduction of AI in the educational process: they are attracted by new prospects in obtaining knowledge and are not afraid of the risks associated with it. Conclusions. The paper concludes that Russian universities, by switching to the new model of higher education, based on a neural network, will be able to dramatically improve the quality of education and become world leaders in the field of preparing top-level professionals, as currently in foreign universities, artificial intelligence manages only a limited range of functions. A distinctive feature of the proposed model is complete digitalization and automation of all routine work at universities, decreasing methodological and reporting load for academic staff, as well as transferring the main teaching load from classrooms to laboratories for a deeper students’ involvement in research activities.
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Introduction. At the initial stage of professionalization of future teachers, the assessment of neuropsychic stability is of particular importance. The 1st -year students are most susceptible to stress, since the stability of the psyche (moral, personal, and emotional) is in the process of formation, therefore, their ability to overcome educational stress and develop a stable motivation for higher education depends on the success of the adaptation period. In order to achieve optimal adaptation of students, various tactical and strategic programs have been developed, however, there are a large number of methods for evaluating results that are not unified and require long-term data processing for various tests. In this connection, a new approach is needed to assess the level of stress for operational control in the process of adaptation measures. The purpose of the study is to substantiate the usage of the biochemical analysis of saliva to assess the level of psycho-emotional stress during the implementation of a set of adaptive measures aimed at overcoming educational stress and the formation of sustainable motivation for learning. Materials and Methods. We used sociological (questionnaire), analytical (biochemical) and statistical research methods. The study involved 105 students (age between 18.3 ± 0.3 years) who underwent a survey to determine the integral indicator of mental tension in accordance with the Lemoure-Tessier-Fillion scale modified by N. E. Vodopyanova. In all volunteers, we determined the content of cortisol, thyroid-stimulating hormone, testosterone, secretory immunoglobulin class A in saliva, as well as the mineral composition, the content of total protein and catalase activity, the content of substrates for peroxidation processes lipids and endogenous intoxication. The study was conducted twice: in the first week of the academic year and after the winter examination session. Results. It is shown that at the beginning of the academic year, the level of psycho-emotional stress is higher, while after the winter examination session, adaptation takes place. The more stressed subgroup is characterized by increased levels of cortisol both at the beginning of the year and after the winter examination session. The authors revealed statistically significant differences in the content of total protein, products of endogenous intoxication, concentration of salivary cations between groups with different stress resistance. The authors suggest that the biochemical composition of saliva characterizes the "background" level of stress, which is not detected by traditional questionnaire methods. Conclusions. The article concludes that the study has shown that the subjective assessment of the level of stress resistance correlates to changes in the biochemical parameters of saliva, which can complement the questionnaire methods and be used in the process of monitoring a set of adaptive measures.
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Introduction. The increase in the number of academic exchange programmes for students contributes to a significant growth in the number of international students in Russian universities who often experience a sense of dislocation and have to adjust to new academic and cultural environments. The key problem of integrating international students into the Russian educational environment is their psychological adjustment, which determines not only their academic attainment, but also indicators of their health and social well-being. The purpose of this article is to identify psychological and medical factors and manifestations of adjustment to the educational environment of the Russian university for international students, as well as to assess their satisfaction with medical and psychological support during their studies at university. Materials and Methods. The study has been conducted on the basis of an anthropo-systemic methodological approach, which implies a focus on improving constructive strategies and resources for students that allow them to overcome various difficulties more effectively, as well as on developing intercultural communication skills, creating internal and external conditions for self-fulfillment. Questionnaires designed to study medical and psychological aspects of the international students’ adjustment to the educational environment of the Russian university were used as research methods. Results. The study has revealed that 33 per cent of participating international students demonstrated ‘low’ and ‘below average’ levels of adjustment. ‘Above average’ and ‘high’ levels of adjustment were revealed in 56 per cent of participants. Only 11 per cent of the sample demonstrated the ‘average’ level of adjustment. At the same time, international students showed a low degree of selfdetermination in relation to the future career and prospects for personal development and a high demand for assistance in understanding the importance of professionalization and revealing students’ abilities for self-development and self-determination. The analysis of the demand and experience of receiving medical services by international students revealed that about 80% of the participants sought medical help. About 73% of them were fully or partially satisfied with the quality of medical services provided, 10% were dissatisfied with the quality, and 17% found it difficult to assess the quality of medical care. The study reveals the following drawbacks in the complex work implemented by university departments responsible for optimizing psychological and medical indicators of international students’ adaptation: time-limits for the examination of patients by a medical worker, difficulties in communication between a specialist and an international student determined by language and cultural barriers, as well as the fact that ‘supporting’ university staff insufficiently take into account the abovementioned low degree of international students’ self-determination. Conclusions. The conducted research has identified a range of degrees in international students’ adjustment to the Russian educational environment with a small number of individuals with an average degree of adjustment. The main unfavorable psychological factor in the international students’ adjustment is low level of their professional self-determination and insufficient formation of personal development prospects. The level and availability of medical care provided to international students in Russia satisfy most of them. The key problem that reduces international students’ satisfaction with the quality of medical services is difficulties in social communication with employees of medical institutions.
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In the context of the socio-political processes of the Khrushchev decade, based on the methods of gender history, the history of everyday life, the anthropology of academic life, the paradigm of memory, the author examines the influence of the mode of every-day life of Novosibirsk Akademgorodok in the 1960s on the realization of their intellectual potential by women scientists. Based on ego-documents (memoirs, letters, autobiographies, including those introduced into scientific circulation for the first time) of women scientists of the “first draft” of the Novosibirsk Scientific Center of the Siberian Branch of the USSR Academy of Sciences / RAS — P. Ya. Kochina, R. L. Berg, T. I. Zaslavskaya, N. A. Pritvits, A. A. Titlyanova, L. P. Yakimova, M. I. Cheremisina, — the author studies the gender normatively of the traditions of scientific work in Akademgorodok. The motives of moving to Siberia to do research, the views of women on science, the characteristic features of the scientific ethos of Akademgorodok are considered. Memoirs and epistolary testimonies of Siberian academicians represent their passion for science, extreme overload of scientific and organizational work, effective non-conformism in scientific research and social practice. It is obvious that their assertion in the “male” world of science took place along the line of assimilation of masculine role-playing behavior, and in some personal stories they were subjected to ideological pressure. In general, the first Siberian academicians built a scientific career in a favorable environment of household improvement and productive interdisciplinary communication in Akademgorodok in the 1960s, which manifested the well-known smoothing of gender asymmetry in the field of science and was a visible anthropological consequence of the modernization project of the creation of the Siberian Branch of the Academy of Sciences.
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Romania lacks a “map of the future”. And this mapping of the future is a matter for the human factor alone. It is the continued investment in the human factor. As Spiru Haret used to say in his time, “How the school looks today, the country will look tomorrow”. In the last thirty years of freedom of opinion and attitude, there have been and still are very few positive steps backed up by constructive arguments, with clear milestones and stages to be followed. The reconnection to reality is built by investing in people because excellence and competence do not depend on the size of the country, but on its education system. It needs to change. The second clear option for reconnecting to reality is to re-skill the workforce.
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This article discusses the development of the culture of dissertation research in archaeology in the Kazan Governorate and the TASSR between the 1910s and 1940s. The central role in this process was played by A.P. Smirnov and N.F. Kalinin, two prominent archaeologists, as well as by V.F. Smolin and M.G. Khudyakov, their predecessors. A.P. Smirnov developed a research passion for studying the archaeology and history of the Volga Bulgaria in the early 1930s, and N.F. Kalinin became interested in exploring the primitive era during the second half of the 1940s. The large-scale excavations of the Suvar and Bolghar (since 1938) settlements offered a solid methodological background for A.P. Smirnov’s doctoral dissertation. In his work, he introduced a new approach to addressing a number of controversial issues, such as the dating of the emergence of the Bolghar settlement, by using archeological data. The outbreak of the war forced A.P. Smirnov to change his plans: he defended his dissertation in Moscow as early as 1944. N.F. Kalinin’s dissertation was based on the archaeological collections of the Neolithic, Bronze, and Early Iron Ages stored at the Kazan Museum; these were the well-known materials with a historiographical tradition. The problems of academic communication during the period before these two dissertations had been defended are addressed. The early stages of institutionalization of this process are analyzed.
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This article focuses on how Italian higher education was organized and managed in the early years of fascism. The main reasons why the fascist government of Italy initiated a national educational reform in 1923 are considered. The objective problems in education that Italian society faced during this period are analyzed. Special attention is given to the ideological goals that Giovanni Gentile, the Minister of Education, pursued with this reform. The reform led to fundamental changes in the traditional educational system of the Kingdom of Italy. Some radical innovations were also spurred in its higher education, such as the division of universities into different types (depending on state funding), the enhancement of the role of the rector in university life, the valorization of humanities education over that in technical and natural sciences, etc. The Gentile reform was received with mixed feelings by Italian society, including part of the leadership of the fascist party. The contradictions inherent in the reform ideology affected its results. The attempt to improve the quality of university education by standardizing academic requirements and introducing a system of uniform state examinations, contrary to the idealistic goals declared by G. Gentile himself, was the first step toward greater interference by the fascist regime in university activities, reflecting the general trend to the establishment of full state control over society.
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In the article, the authors present the historical sequence of the publication of the monuments of the University of Zagreb from 1875 to 2019, their content, and their significance for history, culture, and science. Using the method of gathering digital objects through normative records from the UNIMARC format and the semantic web, which is within the capabilities of the Vizbi.UNIZG platform, will also show the bibliographic processing of digital objects of the University’s monuments and its components, according to the types of materials in the digital platform Vizbi.UNIZG, and the possibility of the UNIMARC format on to whom they are described. The user interface and presentation of the collected monuments, components, types of materials, authors, and corporate bodies responsible for the creation of monuments will be analyzed. The advantages of the digital environment in the presentation of materials, ensuring availability will be pointed out. The discussion will consider the significance of the selected model through theoretical analysis of the UNIMARC format and related data.
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