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Papers by Nataliia Zakharchuk
Canadian Journal of Educational Administration and Policy, 2019
Higher Education in the Digital Age: Moving Academia Online is a collaborative effort of predomin... more Higher Education in the Digital Age: Moving Academia Online is a collaborative effort of predominantly European scholars who aim to explore online education and digitalization experiences in European educational institutions. Edited by preeminent scholars in the field, this collection of papers presents different case studies of universities that are developing more of an online presence. The authors draw mainly on European contexts; however, their conclusions and practical tips to account for challenges and resistance to digitalization efforts are relevant to institutions and scholars around the globe. Online education has recently become a new and developing research topic in higher education. Notable studies such as, Dalsgaard and Paulsen (2009) and Kumar, A., Kumar, P., Palvia, and Verma (2017), have theorized about the necessity for education to be more flexible, transparent, and accessible online. Online learning is often viewed as a practice that would improve the quality of education (Bonvillian & Singer, 2013; Sener, 2010). As such, some believe that online education will soon "attain full scale by becoming fully integrated into mainstream education" (Sener, 2010, p. 3). Currently, there is limited documented evidence of a comprehensive effort to digitize university practices. Many studies of going online are presented in the literature as analyses of particular online courses or practices (Gormley, 2014; Khan, Egbue, Palkie, & Madden, 2017; Stevens, 2013); however, these studies usually do not provide a holistic picture of institutional efforts towards digitalization. In this edited collection, Zorn, Haywood, and Glachant depart from this trend and bring the discussion to a more comprehensive level. According to these editors, to move higher education online is to lead a change. The goal of the book is to offer a holistic and practical perspective into the digital transformation of the higher education sector in Europe. This book will guide those who seek ideas on how to keep pace with digital progress. The findings in this book can be appropriate for educators and researchers looking forward to moving their teaching and research practices online, or to those willing to initiate and implement a wide-scale institutional digital strategy in their universities. Furthermore, according to the editors, the purpose of this book is not just to advance the discussion on the online component in academia; its main goal is to provide accounts of the experiences from different educational settings and academic contexts to answer the question: "how [can] a large-scale 'move online' of higher education institutions […] be achieved in practice?" (p. 2). The timeliness of this book overlaps with recent developments in the world of European education. At this historical point, the era of globalization and internationalization seems to be slowly evolving into an era of regionalization (Knight, 2013). In light of this evolving regionalization, lifelong learning, the accessibility of education for diverse learners, and the development of the knowledge society (EHEA, 2007, 2009) have become the new cornerstones of higher education in Europe and elsewhere. In the context of European regionalization, the launching of the Bologna Process and the creation of the European
Збірник наукових праць Уманського державного педагогічного університету, May 31, 2017
Canada. Ukrainian and Canadian academic cultures are compared in relation to Hofstede's five dime... more Canada. Ukrainian and Canadian academic cultures are compared in relation to Hofstede's five dimensions (e.g., Individualism/Collectivism, Power Distance, Uncertainty Avoidance, Masculinity/Femininity, and Long-term/Short-term Orientation). A useful framework for conceptualizing the issues of students' transition between Ukrainian and Canadian academic cultures is also suggested. Four key categories-academic preparedness level, adjustment time, information/communication, and self-preparation for the transition-are recognized as those that might influence students' transition between Ukrainian and Canadian academic cultures.
East/West: Journal of Ukrainian Studies, 2020
This paper contextualizes the development of Ukrainian higher education in broad historical, geop... more This paper contextualizes the development of Ukrainian higher education in broad historical, geopolitical, and socio-economic realities. The author argues that these realities determine the current Ukrainian education trajectory. Higher education reforms in Ukraine are analyzed in the context of two major influences: European regionalization and inherited Soviet structures in education. Particular focus is placed on the Bologna Process, the European education initiative to standardize higher education in Europe. Soviet organizational and administrative principles are outlined and analyzed as the second influence that determines Ukraine’s unique educational developments. A brief overview of higher education reforms in Ukraine notes the distinctive changes in the legal framework between 1996 and 2014. Ukrainian education reforms within this period are viewed from the perspective of the Bologna Process, a series of voluntarily agreements between European countries to establish a common...
Canadian Journal of Educational Administration and Policy, 2019
Higher Education in the Digital Age: Moving Academia Online is a collaborative effort of predomin... more Higher Education in the Digital Age: Moving Academia Online is a collaborative effort of predominantly European scholars who aim to explore online education and digitalization experiences in European educational institutions. Edited by preeminent scholars in the field, this collection of papers presents different case studies of universities that are developing more of an online presence. The authors draw mainly on European contexts; however, their conclusions and practical tips to account for challenges and resistance to digitalization efforts are relevant to institutions and scholars around the globe. Online education has recently become a new and developing research topic in higher education. Notable studies such as, Dalsgaard and Paulsen (2009) and Kumar, A., Kumar, P., Palvia, and Verma (2017), have theorized about the necessity for education to be more flexible, transparent, and accessible online. Online learning is often viewed as a practice that would improve the quality of education (Bonvillian & Singer, 2013; Sener, 2010). As such, some believe that online education will soon "attain full scale by becoming fully integrated into mainstream education" (Sener, 2010, p. 3). Currently, there is limited documented evidence of a comprehensive effort to digitize university practices. Many studies of going online are presented in the literature as analyses of particular online courses or practices (Gormley, 2014; Khan, Egbue, Palkie, & Madden, 2017; Stevens, 2013); however, these studies usually do not provide a holistic picture of institutional efforts towards digitalization. In this edited collection, Zorn, Haywood, and Glachant depart from this trend and bring the discussion to a more comprehensive level. According to these editors, to move higher education online is to lead a change. The goal of the book is to offer a holistic and practical perspective into the digital transformation of the higher education sector in Europe. This book will guide those who seek ideas on how to keep pace with digital progress. The findings in this book can be appropriate for educators and researchers looking forward to moving their teaching and research practices online, or to those willing to initiate and implement a wide-scale institutional digital strategy in their universities. Furthermore, according to the editors, the purpose of this book is not just to advance the discussion on the online component in academia; its main goal is to provide accounts of the experiences from different educational settings and academic contexts to answer the question: "how [can] a large-scale 'move online' of higher education institutions […] be achieved in practice?" (p. 2). The timeliness of this book overlaps with recent developments in the world of European education. At this historical point, the era of globalization and internationalization seems to be slowly evolving into an era of regionalization (Knight, 2013). In light of this evolving regionalization, lifelong learning, the accessibility of education for diverse learners, and the development of the knowledge society (EHEA, 2007, 2009) have become the new cornerstones of higher education in Europe and elsewhere. In the context of European regionalization, the launching of the Bologna Process and the creation of the European
Збірник наукових праць Уманського державного педагогічного університету, May 31, 2017
Canada. Ukrainian and Canadian academic cultures are compared in relation to Hofstede's five dime... more Canada. Ukrainian and Canadian academic cultures are compared in relation to Hofstede's five dimensions (e.g., Individualism/Collectivism, Power Distance, Uncertainty Avoidance, Masculinity/Femininity, and Long-term/Short-term Orientation). A useful framework for conceptualizing the issues of students' transition between Ukrainian and Canadian academic cultures is also suggested. Four key categories-academic preparedness level, adjustment time, information/communication, and self-preparation for the transition-are recognized as those that might influence students' transition between Ukrainian and Canadian academic cultures.
East/West: Journal of Ukrainian Studies, 2020
This paper contextualizes the development of Ukrainian higher education in broad historical, geop... more This paper contextualizes the development of Ukrainian higher education in broad historical, geopolitical, and socio-economic realities. The author argues that these realities determine the current Ukrainian education trajectory. Higher education reforms in Ukraine are analyzed in the context of two major influences: European regionalization and inherited Soviet structures in education. Particular focus is placed on the Bologna Process, the European education initiative to standardize higher education in Europe. Soviet organizational and administrative principles are outlined and analyzed as the second influence that determines Ukraine’s unique educational developments. A brief overview of higher education reforms in Ukraine notes the distinctive changes in the legal framework between 1996 and 2014. Ukrainian education reforms within this period are viewed from the perspective of the Bologna Process, a series of voluntarily agreements between European countries to establish a common...