A dramatic global socio-economic transformation is challenging the traditional university models.... more A dramatic global socio-economic transformation is challenging the traditional university models. Disruptive technologies are quickly changing the way we live and work, inducing shifts in occupational structures and pushing demand toward new skills and competences. Several factors such as the rise of neoliberalism and knowledge economy, the 2008 global economic crisis, Fourth Industrial Revolution, the 2020 COVID-19 pandemic, the continuing emergence of online learning, the amount of student debt, and employers’ dissatisfaction are generating pressure to reconsider global higher education systems. The key stakeholder groups—governments, education institutions, employers, and learners are seeking for new models that are more learner-oriented. The power struggle between various tensions within the current volatile, uncertain, complex, and ambiguous landscape generates a range of scenarios for the universities’ futures. Regardless of which scenario prevails, it is likely that academia ...
A dramatic global socioeconomic transformation is challenging the traditional university models. ... more A dramatic global socioeconomic transformation is challenging the traditional university models. Disruptive technologies are quickly changing the way we live and work, inducing shifts in occupational structures and pushing demand towards new skills and competences. Several factors such as the rise of neoliberalism and knowledge economy, the 2008 global economic crisis, Fourth Industrial Revolution, the 2020 COVID-19 pandemic, the continuing emergence of online learning, the amount of student debt, and employers' dissatisfaction are generating pressure to reconsider global higher education systems. The key stakeholder groups-governments, education institutions, employers, and learners are seeking for new models that are more learner-oriented. The power struggle between various tensions within the current volatile, uncertain, complex, and ambiguous landscape generates a range of scenarios for the universities' futures. Regardless of which scenario prevails, it is likely that academia will undergo a significantly dynamic transformation in the near future. Following a literature review shaped by personal experience in higher education, the author analyzes macro factors that may affect higher education in the forthcoming decade, with the aim of supporting strategic planning by universities. By generating a set of potential scenarios-Transformative, Market, and Fortress, the author identifies three possible futures to add to the debate about the direction and intensity of the required higher education transformation.
International Journal of Technology and Design Education, Vol.23, No.1, 2013
Contemporary architectural education has shifted from the traditional focus on providing students... more Contemporary architectural education has shifted from the traditional focus on providing students with specific knowledge and skill sets or ‘inputs’ to outcome based, student-centred educational approach. Within the outcome based model, students’ performance is assessed against measureable objectives that relate acquired knowledge and skills to performance expectations in higher level courses or real world architectural practice. Bloom’s taxonomy has been widely accepted as a useful tool for defining learning outcomes. It references three domains that impinge on the learning process including the ‘cognitive,’ ‘affective’ and ‘psychomotor.’ In practice, most of the attention is paid to the cognitive domain. Considering the interdisciplinary and multivalent character of architecture (as discipline), curriculum design cannot be founded primarily on cognitive-based outcomes. This paper argues that affective domain, especially in the field of building learners’ personalized value systems, is essential to designing outcome based architectural programs. Interactive studio-based education provides a platform to integrate cognitive and behavioural skills that are necessary for professional practice.
KEYWORDS: Architectural Education, Design Studio, Affective Domain, Learning Outcomes, Integrity
On the 11th of April 1948 started the construction of Novi Beograd. In conformity with the design... more On the 11th of April 1948 started the construction of Novi Beograd. In conformity with the designations of the new order, as well as with the established planned official documents, but often with aberration from them (from different reasons), there developed a very large ...
Globalization trends significantly affect the sector of Higher education. This phenomenon is pres... more Globalization trends significantly affect the sector of Higher education. This phenomenon is present either in the enrolment / studying phase, as well as in graduation / getting into labor market phase. Although the problems of students mobility are one of the main factors and drivers for the global reforms, area of students’ mobility during their studies (temporary – “exchange students” or permanently, by moving to another institution) has remained uncovered enough.
Arab region is characteristic under this scope due to absence of language barer and increasing mobility of labor force. Number of Arab students fluctuating inside or outside the region is increasing rapidly. Problems of the recognition and transfer of previously gained segments of formal education is exposed in most of the Higher education institutions.
Differences in credit system and absence of the qualification frameworks are some of facts which affect the situation. This is not easy to maintain due to diversity of higher educational institutions present on the market. Uncertainty of results of transfer procedures in defining and recognizing student’s workload, or area of knowledge covered in previous period discourages further mobility processes.
Europe has passed or still passing through similar challenges. Defining ECTS as common measure of students’ workload, and introducing modularization in the curriculum design, have improved recognition and mobility issues. It doesn’t mean that those processes go smoothly (especially modularization), but it shows that there are potential tools which could be implemented in the Arab region higher educational practice as well.
Globalization trends significantly affect the sector of Higher education. This phenomenon is pres... more Globalization trends significantly affect the sector of Higher education. This phenomenon is present either in the enrolment / studying phase, as well as in graduation / getting into labor market phase. Although the problems of students mobility are one of the main factors and drivers for the global reforms, area of students’ mobility during their studies (temporary – “exchange students” or permanently, by moving to another institution) has remained uncovered enough.
Arab region is characteristic under this scope due to absence of language barer and increasing mobility of labor force. Number of Arab students fluctuating inside or outside the region is increasing rapidly. Problems of the recognition and transfer of previously gained segments of formal education is exposed in most of the Higher education institutions.
Differences in credit system and absence of the qualification frameworks are some of facts which affect the situation. This is not easy to maintain due to diversity of higher educational institutions present on the market. Uncertainty of results of transfer procedures in defining and recognizing student’s workload, or area of knowledge covered in previous period discourages further mobility processes.
Europe has passed or still passing through similar challenges. Defining ECTS as common measure of students’ workload, and introducing modularization in the curriculum design, have improved recognition and mobility issues. It doesn’t mean that those processes go smoothly (especially modularization), but it shows that there are potential tools which could be implemented in the Arab region higher educational practice as well.
In late 1950’s immediately after many Arab States achieved their national independence, Higher ed... more In late 1950’s immediately after many Arab States achieved their national independence, Higher education sector began its continuous development. Since then and for a period of thirty years, it was dominated by a public education system monopoly. Since the mid 1980’s and due to the sizable failure of public universities in the Arab World to meet the demand for highly qualified university graduates needed for social and economic development, and as a natural response to the spread of globalizations ideas, privatization, and openness to foreign cultures, the number of private and international universities and colleges had exceeded several hundreds and attracted a large segment of students.
Nowadays, in the majority of Arab States, Higher education (HE) sector (as educational sector in general) is facing high level of diversity inside HE systems and among different curricula existing within the same countries. This fact makes a huge problem in policy development, especially in QA regulations. To overcome such problems, Europe has established “Bologna process” of the harmonization of HE systems.
However, in spite of diversity, it is necessary to define and introduce common areas of Quality Assurance expected to be acquired. Common categories of accreditation standards will be discussed to explore similarities. Besides that, issues should cover policies (at international and national levels), strategic approaches, stakeholders’ responsibilities and main external QA procedures. Networking among Arab states is of the essential importance, thus ANQAHE activities should be considered and experience is expected to be used. Those issues should be followed with a range of variations in accordance with specificities in particular HE institutions (e.g. separate or co-ed student groups, national or international curriculum, academic or vocational education, duration of studies etc.)
A dramatic global socio-economic transformation is challenging the traditional university models.... more A dramatic global socio-economic transformation is challenging the traditional university models. Disruptive technologies are quickly changing the way we live and work, inducing shifts in occupational structures and pushing demand toward new skills and competences. Several factors such as the rise of neoliberalism and knowledge economy, the 2008 global economic crisis, Fourth Industrial Revolution, the 2020 COVID-19 pandemic, the continuing emergence of online learning, the amount of student debt, and employers’ dissatisfaction are generating pressure to reconsider global higher education systems. The key stakeholder groups—governments, education institutions, employers, and learners are seeking for new models that are more learner-oriented. The power struggle between various tensions within the current volatile, uncertain, complex, and ambiguous landscape generates a range of scenarios for the universities’ futures. Regardless of which scenario prevails, it is likely that academia ...
A dramatic global socioeconomic transformation is challenging the traditional university models. ... more A dramatic global socioeconomic transformation is challenging the traditional university models. Disruptive technologies are quickly changing the way we live and work, inducing shifts in occupational structures and pushing demand towards new skills and competences. Several factors such as the rise of neoliberalism and knowledge economy, the 2008 global economic crisis, Fourth Industrial Revolution, the 2020 COVID-19 pandemic, the continuing emergence of online learning, the amount of student debt, and employers' dissatisfaction are generating pressure to reconsider global higher education systems. The key stakeholder groups-governments, education institutions, employers, and learners are seeking for new models that are more learner-oriented. The power struggle between various tensions within the current volatile, uncertain, complex, and ambiguous landscape generates a range of scenarios for the universities' futures. Regardless of which scenario prevails, it is likely that academia will undergo a significantly dynamic transformation in the near future. Following a literature review shaped by personal experience in higher education, the author analyzes macro factors that may affect higher education in the forthcoming decade, with the aim of supporting strategic planning by universities. By generating a set of potential scenarios-Transformative, Market, and Fortress, the author identifies three possible futures to add to the debate about the direction and intensity of the required higher education transformation.
International Journal of Technology and Design Education, Vol.23, No.1, 2013
Contemporary architectural education has shifted from the traditional focus on providing students... more Contemporary architectural education has shifted from the traditional focus on providing students with specific knowledge and skill sets or ‘inputs’ to outcome based, student-centred educational approach. Within the outcome based model, students’ performance is assessed against measureable objectives that relate acquired knowledge and skills to performance expectations in higher level courses or real world architectural practice. Bloom’s taxonomy has been widely accepted as a useful tool for defining learning outcomes. It references three domains that impinge on the learning process including the ‘cognitive,’ ‘affective’ and ‘psychomotor.’ In practice, most of the attention is paid to the cognitive domain. Considering the interdisciplinary and multivalent character of architecture (as discipline), curriculum design cannot be founded primarily on cognitive-based outcomes. This paper argues that affective domain, especially in the field of building learners’ personalized value systems, is essential to designing outcome based architectural programs. Interactive studio-based education provides a platform to integrate cognitive and behavioural skills that are necessary for professional practice.
KEYWORDS: Architectural Education, Design Studio, Affective Domain, Learning Outcomes, Integrity
On the 11th of April 1948 started the construction of Novi Beograd. In conformity with the design... more On the 11th of April 1948 started the construction of Novi Beograd. In conformity with the designations of the new order, as well as with the established planned official documents, but often with aberration from them (from different reasons), there developed a very large ...
Globalization trends significantly affect the sector of Higher education. This phenomenon is pres... more Globalization trends significantly affect the sector of Higher education. This phenomenon is present either in the enrolment / studying phase, as well as in graduation / getting into labor market phase. Although the problems of students mobility are one of the main factors and drivers for the global reforms, area of students’ mobility during their studies (temporary – “exchange students” or permanently, by moving to another institution) has remained uncovered enough.
Arab region is characteristic under this scope due to absence of language barer and increasing mobility of labor force. Number of Arab students fluctuating inside or outside the region is increasing rapidly. Problems of the recognition and transfer of previously gained segments of formal education is exposed in most of the Higher education institutions.
Differences in credit system and absence of the qualification frameworks are some of facts which affect the situation. This is not easy to maintain due to diversity of higher educational institutions present on the market. Uncertainty of results of transfer procedures in defining and recognizing student’s workload, or area of knowledge covered in previous period discourages further mobility processes.
Europe has passed or still passing through similar challenges. Defining ECTS as common measure of students’ workload, and introducing modularization in the curriculum design, have improved recognition and mobility issues. It doesn’t mean that those processes go smoothly (especially modularization), but it shows that there are potential tools which could be implemented in the Arab region higher educational practice as well.
Globalization trends significantly affect the sector of Higher education. This phenomenon is pres... more Globalization trends significantly affect the sector of Higher education. This phenomenon is present either in the enrolment / studying phase, as well as in graduation / getting into labor market phase. Although the problems of students mobility are one of the main factors and drivers for the global reforms, area of students’ mobility during their studies (temporary – “exchange students” or permanently, by moving to another institution) has remained uncovered enough.
Arab region is characteristic under this scope due to absence of language barer and increasing mobility of labor force. Number of Arab students fluctuating inside or outside the region is increasing rapidly. Problems of the recognition and transfer of previously gained segments of formal education is exposed in most of the Higher education institutions.
Differences in credit system and absence of the qualification frameworks are some of facts which affect the situation. This is not easy to maintain due to diversity of higher educational institutions present on the market. Uncertainty of results of transfer procedures in defining and recognizing student’s workload, or area of knowledge covered in previous period discourages further mobility processes.
Europe has passed or still passing through similar challenges. Defining ECTS as common measure of students’ workload, and introducing modularization in the curriculum design, have improved recognition and mobility issues. It doesn’t mean that those processes go smoothly (especially modularization), but it shows that there are potential tools which could be implemented in the Arab region higher educational practice as well.
In late 1950’s immediately after many Arab States achieved their national independence, Higher ed... more In late 1950’s immediately after many Arab States achieved their national independence, Higher education sector began its continuous development. Since then and for a period of thirty years, it was dominated by a public education system monopoly. Since the mid 1980’s and due to the sizable failure of public universities in the Arab World to meet the demand for highly qualified university graduates needed for social and economic development, and as a natural response to the spread of globalizations ideas, privatization, and openness to foreign cultures, the number of private and international universities and colleges had exceeded several hundreds and attracted a large segment of students.
Nowadays, in the majority of Arab States, Higher education (HE) sector (as educational sector in general) is facing high level of diversity inside HE systems and among different curricula existing within the same countries. This fact makes a huge problem in policy development, especially in QA regulations. To overcome such problems, Europe has established “Bologna process” of the harmonization of HE systems.
However, in spite of diversity, it is necessary to define and introduce common areas of Quality Assurance expected to be acquired. Common categories of accreditation standards will be discussed to explore similarities. Besides that, issues should cover policies (at international and national levels), strategic approaches, stakeholders’ responsibilities and main external QA procedures. Networking among Arab states is of the essential importance, thus ANQAHE activities should be considered and experience is expected to be used. Those issues should be followed with a range of variations in accordance with specificities in particular HE institutions (e.g. separate or co-ed student groups, national or international curriculum, academic or vocational education, duration of studies etc.)
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Papers by Marko Savic
KEYWORDS: Architectural Education, Design Studio, Affective Domain, Learning Outcomes, Integrity
Arab region is characteristic under this scope due to absence of language barer and increasing mobility of labor force. Number of Arab students fluctuating inside or outside the region is increasing rapidly. Problems of the recognition and transfer of previously gained segments of formal education is exposed in most of the Higher education institutions.
Differences in credit system and absence of the qualification frameworks are some of facts which affect the situation. This is not easy to maintain due to diversity of higher educational institutions present on the market. Uncertainty of results of transfer procedures in defining and recognizing student’s workload, or area of knowledge covered in previous period discourages further mobility processes.
Europe has passed or still passing through similar challenges. Defining ECTS as common measure of students’ workload, and introducing modularization in the curriculum design, have improved recognition and mobility issues. It doesn’t mean that those processes go smoothly (especially modularization), but it shows that there are potential tools which could be implemented in the Arab region higher educational practice as well.
Arab region is characteristic under this scope due to absence of language barer and increasing mobility of labor force. Number of Arab students fluctuating inside or outside the region is increasing rapidly. Problems of the recognition and transfer of previously gained segments of formal education is exposed in most of the Higher education institutions.
Differences in credit system and absence of the qualification frameworks are some of facts which affect the situation. This is not easy to maintain due to diversity of higher educational institutions present on the market. Uncertainty of results of transfer procedures in defining and recognizing student’s workload, or area of knowledge covered in previous period discourages further mobility processes.
Europe has passed or still passing through similar challenges. Defining ECTS as common measure of students’ workload, and introducing modularization in the curriculum design, have improved recognition and mobility issues. It doesn’t mean that those processes go smoothly (especially modularization), but it shows that there are potential tools which could be implemented in the Arab region higher educational practice as well.
Nowadays, in the majority of Arab States, Higher education (HE) sector (as educational sector in general) is facing high level of diversity inside HE systems and among different curricula existing within the same countries. This fact makes a huge problem in policy development, especially in QA regulations. To overcome such problems, Europe has established “Bologna process” of the harmonization of HE systems.
However, in spite of diversity, it is necessary to define and introduce common areas of Quality Assurance expected to be acquired. Common categories of accreditation standards will be discussed to explore similarities. Besides that, issues should cover policies (at international and national levels), strategic approaches, stakeholders’ responsibilities and main external QA procedures. Networking among Arab states is of the essential importance, thus ANQAHE activities should be considered and experience is expected to be used. Those issues should be followed with a range of variations in accordance with specificities in particular HE institutions (e.g. separate or co-ed student groups, national or international curriculum, academic or vocational education, duration of studies etc.)
KEYWORDS: Architectural Education, Design Studio, Affective Domain, Learning Outcomes, Integrity
Arab region is characteristic under this scope due to absence of language barer and increasing mobility of labor force. Number of Arab students fluctuating inside or outside the region is increasing rapidly. Problems of the recognition and transfer of previously gained segments of formal education is exposed in most of the Higher education institutions.
Differences in credit system and absence of the qualification frameworks are some of facts which affect the situation. This is not easy to maintain due to diversity of higher educational institutions present on the market. Uncertainty of results of transfer procedures in defining and recognizing student’s workload, or area of knowledge covered in previous period discourages further mobility processes.
Europe has passed or still passing through similar challenges. Defining ECTS as common measure of students’ workload, and introducing modularization in the curriculum design, have improved recognition and mobility issues. It doesn’t mean that those processes go smoothly (especially modularization), but it shows that there are potential tools which could be implemented in the Arab region higher educational practice as well.
Arab region is characteristic under this scope due to absence of language barer and increasing mobility of labor force. Number of Arab students fluctuating inside or outside the region is increasing rapidly. Problems of the recognition and transfer of previously gained segments of formal education is exposed in most of the Higher education institutions.
Differences in credit system and absence of the qualification frameworks are some of facts which affect the situation. This is not easy to maintain due to diversity of higher educational institutions present on the market. Uncertainty of results of transfer procedures in defining and recognizing student’s workload, or area of knowledge covered in previous period discourages further mobility processes.
Europe has passed or still passing through similar challenges. Defining ECTS as common measure of students’ workload, and introducing modularization in the curriculum design, have improved recognition and mobility issues. It doesn’t mean that those processes go smoothly (especially modularization), but it shows that there are potential tools which could be implemented in the Arab region higher educational practice as well.
Nowadays, in the majority of Arab States, Higher education (HE) sector (as educational sector in general) is facing high level of diversity inside HE systems and among different curricula existing within the same countries. This fact makes a huge problem in policy development, especially in QA regulations. To overcome such problems, Europe has established “Bologna process” of the harmonization of HE systems.
However, in spite of diversity, it is necessary to define and introduce common areas of Quality Assurance expected to be acquired. Common categories of accreditation standards will be discussed to explore similarities. Besides that, issues should cover policies (at international and national levels), strategic approaches, stakeholders’ responsibilities and main external QA procedures. Networking among Arab states is of the essential importance, thus ANQAHE activities should be considered and experience is expected to be used. Those issues should be followed with a range of variations in accordance with specificities in particular HE institutions (e.g. separate or co-ed student groups, national or international curriculum, academic or vocational education, duration of studies etc.)