Impact of Teaching-Learning Approaches on Graduates' Learning Outcomes: Evidence in Belarus

Autor/inn/en	Isusi-Fagoaga, Rosa; García-Aracil, Adela; Navarro-Milla, Isidora
Titel	Impact of Teaching-Learning Approaches on Graduates' Learning Outcomes: Evidence in Belarus
Quelle	In: Higher Education, Skills and Work-based Learning, 13 (2023) 6, S.1234-1249 (16 Seiten) PDF als Volltext Verfügbarkeit
Zusatzinformation	ORCID (Isusi-Fagoaga, Rosa) ORCID (García-Aracil, Adela) ORCID (Navarro-Milla, Isidora)
Sprache	englisch
Dokumenttyp	gedruckt; online; Zeitschriftenaufsatz
ISSN	2042-3896
DOI	10.1108/HESWBL-03-2023-0056
Schlagwörter	Teaching Methods; Learning Strategies; Instructional Effectiveness; Outcomes of Education; Foreign Countries; Teacher Attitudes; College Faculty; College Graduates; Competency Based Education; Belarus + Suchen Sie Ihr Suchwort? Teaching method; Lehrmethode; Unterrichtsmethode; Learning methode; Learning techniques; Lernmethode; Lernstrategie; Unterrichtserfolg; Lernleistung; Schulerfolg; Ausland; Lehrerverhalten; Fakultät; Hochschulabsolvent; Hochschulabsolventin; Education; Competence; Competency; Competency-based education; Unterricht; Kompetenzorientierte Methode
Abstract	Purpose: This paper analyses teachers' perceptions of how teaching-learning approaches affect the development of higher education (HE) graduates' learning outcomes based on competencies development. The authors focus the analysis on Belarus, a post-Soviet country which transitioned from a centrally planned to a market economy and needs reforms to the HE sector there. In particular, Belarus requires HE graduates equipped with competencies that match the needs of a market economy. Design/methodology/approach: The authors use Fostering Competencies Development in Belarusian Higher Education (FOSTERC) data to study how teachers contribute to the development of HE graduates' competencies, employing factor analysis to categorize 24 competencies and group the graduates into two groups: entrepreneurial or transversal. The authors also consider variables such as teachers' educational background and experience, predominant teaching field of study and university location -- using regional dummies. Findings: The results point to a lack of attention to entrepreneurial and transversal competencies and suggest a disconnect between HE and society needs in Belarus. Originality/value: Although Belarus has introduced some changes to the HE system following the adoption of the Bologna process, Belarus, especially Belarus' national HE system are still influenced by the country's Soviet past, where universities prepare the students for participation on one job and one career, instead of offering more attractive and constructive curricula that would allow future graduates to operate in a changing world. (As Provided).
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Erfasst von	ERIC (Education Resources Information Center), Washington, DC
Update	2024/1/01