{"id":1123,"date":"2020-05-16T15:00:54","date_gmt":"2020-05-16T15:00:54","guid":{"rendered":"https:\/\/www.jcetr.gr\/?page_id=1123"},"modified":"2023-01-09T18:14:18","modified_gmt":"2023-01-09T18:14:18","slug":"volume-4-issue-2-2020","status":"publish","type":"page","link":"https:\/\/www.jcetr.gr\/index.php\/volume-4-issue-2-2020\/","title":{"rendered":"Volume 5, Issue 1\/2, 2021"},"content":{"rendered":"\n

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Editorial<\/mark><\/strong><\/p>\n\n\n\n

\"\"<\/a> Panagiotis Tzionas<\/em><\/strong>, <\/strong>International Hellenic University, Greece<\/em>
Published online: 01 June 2021, JCETR, 5(1\/2), pp. 1-2.<\/p>\n\n\n\n

DOI: 10.5281\/zenodo.7508100<\/a><\/p>\n\n\n\n

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Abstract<\/strong><\/p>\n\n\n\n

It gives me great pleasure to introduce the 5th volume of JECTR, with a double issue covering 2021. The publication has been delayed, due to the SARS-COV-2 Pandemic extensive disruption in the education process, which has strongly affected people, institutions, and functions at all levels and sectors of education and training. As we write this Editorial, the Pandemic is in recess in most parts of the world, at least concerning the number of people in need of hospitalization due to the infection, but most agree that the medical emergency is far from over. Despite the challenging times, this Journal continues to present original refereed papers, both conceptual and research-based, aiming at stimulating interdisciplinary discussions on contemporary educational theory and practice. This double issue hosts seven contributions which elaborate on conceptual developments and practical applications in contemporary education theory, research and practice. Associate Editor Evangelos Christou and I are also delighted to welcome Yiannis Roussakis as Associate Editor of the Journal, and Kafenia Botsoglou, Paraskevi Chatzipanagiotou and Elisa Isabel Gavari Starkie, who are joining as members of the Editorial Board.<\/em><\/p>\n\n\n\n

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FULL PAPERS<\/strong><\/p>\n\n\n\n

Management of higher educational institutions through standardization<\/mark><\/strong><\/p>\n\n\n\n

\"\"<\/a> <\/a>Aristeidis Chatzipoulidis<\/em><\/strong>, International Hellenic University, Greece<\/em>, \"\" <\/a>George Kokkinis<\/em><\/strong>, International Hellenic University, Greece<\/em>, \"\"<\/a> <\/em><\/strong>Theodoros Kargidis<\/em><\/strong>, International Hellenic University, Greece<\/em><\/p>\n\n\n\n

Published online: 01 June 2021, JCETR, 5(1\/2), pp. 3-7.<\/p>\n\n\n\n

DOI: 10.5281\/zenodo.7442012<\/a><\/p>\n\n\n\n

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Abstract<\/strong>
Purpose<\/strong>: First, we determine the state of management in Higher Educational Institutions (HEIs) in relation to ISO standards. Second, we highlight best practices to allow HEIs become certified.
Methods<\/strong>: Based on literature review and analysis of ISO 9001 and 27001 requirements, we determine the merits of integrating standardization into HEIs management.
Results<\/strong>: Key findings reveal improved student satisfaction and performance whereas lack of motivation and resistance to change appeared as the main challenges.
Implications<\/strong>: This study connects ISO requirements with best practices to assist HEIs thrive in turbulent times. Future studies could examine whether ISO standards add value to knowledge discovery and creation.
Keywords<\/strong>: Higher education management, ISO standards, Quality, Information security, Best practices<\/em><\/p>\n\n\n\n

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Students\u2019 reflection on the university professors\u2019 mentorship <\/mark><\/strong><\/p>\n\n\n\n

\"\"<\/a> Jelena \u017d. Maksimovi\u0107<\/em><\/strong>, University of Nis, Serbia, \"\" <\/a>Jelena S. Osmanovi\u0107 Zaji\u0107,<\/em><\/strong> University of Nis, Serbia<\/p>\n\n\n\n

Published online: 01 June 2021, JCETR, 5(1\/2), pp. 8-14.<\/p>\n\n\n\n

DOI: 10.5281\/zenodo.7508144<\/a><\/p>\n\n\n\n

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Abstract<\/strong>
Purpose<\/strong>: Mentoring is an important process that characterizes the type of university education management and is one of the most responsible jobs of a university teacher. An appropriate system of the university mentorship should be based on an adequate preparation of professors for the mentorship role.
Methods<\/strong>: This research posed the following survey questions: What are the necessary skills that make one university professor an effective mentor from the students\u2019 point of view? How beneficial is the mentor\u2019s work for the students? Do students think that the mentorship work represents a certain challenge that university professors have to face?
Results<\/strong>: The techniques used are the scaling technique and the instrument of gradual scale assessment SPUOM. The research was realized by means of the quantitative method and qualitative analysis of the obtained results. The obtained data were processed by the software package SPSS, the program for statistical analysis in social sciences, and were presented in the tables and graphs.
Implications<\/strong>: The obtained results reveal students\u2019 opinion that an effective mentor should possess appropriate communication and interpersonal skills, be interested in the academic and professional advancement of their students and be able to see the signs of students\u2019 emotional and physical stress. As regards the challenging character of the mentorship, students think that mentorship presupposes a heavy workload (M=4.05), great responsibility (M=4.37), as well as a professor\u2019s full engagement (M=4.16).
Keywords<\/strong>: mentoring, students, attitudes, university professors<\/em><\/p>\n\n\n\n

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Subjects\u2019 rights and data privacy: GDPR\u2019s impact on educational institutions<\/strong><\/mark><\/p>\n\n\n\n

\"\"<\/a> Anca Parmena Olimid,<\/em><\/strong> University of Craiova, Romania, \"\"<\/a> Daniel Alin Olimid,<\/em><\/strong> University of Craiova, Romania<\/p>\n\n\n\n

Published online: 01 June 2021, JCETR, 5(1\/2), pp. 15-20.<\/p>\n\n\n\n

DOI: 10.5281\/zenodo.7508169<\/a><\/p>\n\n\n\n

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Abstract<\/strong>
Purpose<\/strong>: The study is designed to explore the compliance and implementation of the General Data Protection Regulation (GDPR) within educational institutions (EI).
Methods<\/strong>: A multi-faceted methodology of the GDPR research, including the conceptual and legal analysis, and the interpretative approach is used.
Results<\/strong>: The results of the analysis focus on the role of data protection and the privacy requirements in the European Union (EU) institutional governance aiming to enhance key aspects of educational
outcomes.
Implications<\/strong>: The GDPR enables key provisions to protect subjects\u2019 rights and foster data privacy focusing on the processing of personal data (PD) within the EI.
Keywords<\/strong>: education, GDPR, personal data, rights, data protection policy.<\/em><\/p>\n\n\n\n

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An ethical scheme for internal research grant allocation in a democratic university<\/mark><\/strong><\/p>\n\n\n\n

\"\" <\/a>Papanikolaou Vaia,<\/em><\/strong> University of Thessaly, Greece, \"\"<\/a> Roussakis Yannis,<\/em><\/strong> University of Thessaly, Greece, \"\" <\/a>Tzionas Panagiotis<\/em><\/strong>, International Hellenic University<\/p>\n\n\n\n

Published online: 01 June 2021, JCETR, 5(1\/2), pp. 21-25.<\/p>\n\n\n\n

DOI: 10.5281\/zenodo.7508178<\/a><\/p>\n\n\n\n

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Abstract<\/strong>
Purpose<\/strong>: Recently, public funding for Universities declined worldwide with universities seeking additional funding from external sources. Foundations responsible for the management of such funds have been established within universities in order to guarantee high levels of transparency when distributing them to labs, in the form of internal grants.
Methods<\/strong>: But how could a university establish an ethically just way of allocating such grants?
Results<\/strong>: In this paper we show that by assigning different relative weight coefficients to different ethical theory arguments a consensus for the allocation of funds to research labs can be reached, in line with the university\u2019s overall vision on research.
Keywords<\/strong>: Distributive justice, democracy, research, university<\/em><\/p>\n\n\n\n

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Do ALP\u2019s Competences matter? The shift of adult education towards professionalisation<\/mark><\/strong><\/p>\n\n\n\n

\"\"<\/a><\/em><\/strong> Ioanna Tsarpa,<\/em><\/strong> Democritus University of Thrace, Greece, \"\"<\/a><\/em><\/strong> Teo Koutroukis<\/em><\/strong>, Democritus University of Thrace, Greece <\/p>\n\n\n\n

Published online: 01 June 2021, JCETR, 5(1\/2), pp. 26-31.<\/p>\n\n\n\n

DOI: 10.5281\/zenodo.7508196<\/a><\/p>\n\n\n\n

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Purpose<\/strong>: In this study, we examine the role of the Adult Learning Professionals (ALP) and the essential competences involved, doing an in-depth literature review. The study aims at detecting and categorizing required typical and essential ALP competences, defining the most important competence of each category and determining certain vital competences towards ALP professionaliazation.
Methods<\/strong>: We chose a qualitative research methodology and collected data using semi-structured interview. We interviewed a group of 15 men and women, aged between 18 and 60, who had attended courses, either on an undergraduate or postgraduate level, at the Hellenic Open University.
Results<\/strong>: The results showed that (a) ALPs most frequently referred typical competence is the knowledge of their topic and to possess the necessary knowledge, to satisfy their students\u2019 needs; (b) ALPs most important essential competence is their ability to empower students to develop and continue, building a strong relationship between them.
Implications<\/strong>: The results express adult students\u2019 expectations for ALPs role and can be used by adult educators to improve their training practices. It can also serve as basis for further research in ALPs competences in Greece, and their perspectives towards professionalisation.
Keywords<\/strong>: lifelong learning, adult learning, ALP\u2019s role and competences, adult learning professional (ALP).<\/em><\/p>\n\n\n\n

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An autoethnography with flow experience of an international doctoral student during covid-19 in the United States<\/mark><\/strong><\/p>\n\n\n\n

\"\"<\/a> <\/a>Lulu Sun,<\/em><\/strong> St. John’s University, United States <\/p>\n\n\n\n

Published online: 01 June 2021, JCETR, 5(1\/2), pp. 32-37.<\/p>\n\n\n\n

DOI: 10.5281\/zenodo.7508216<\/a><\/p>\n\n\n\n

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Purpose:<\/strong> This research is an autoethnography of a doctoral student\u2019s journey during COVID-19. It uses the metaphor of paintings and drawings to imply the relationship among self-study, well-being, and art for the researcher as an international doctoral student.
Methods:<\/strong> The data of this study includes self-story and art artifacts.
Results: <\/strong>The educational benefits resulting from this process are identified, and the importance and role of innovative models in the school\u2019s environment are highlighted. Using ICT innovations in the planning of the theatrical event brought students in touch with new technologies and greatly enhanced their digital skills. Moreover, their psychology and self-confidence were enhanced. The data are analyzed using Flow Theory and \u201cbelonging\u201d to reveal the meaning of art in the researcher\u2019s life.
Implications:<\/strong> This paper aims to demonstrate the possibility of using art to improve international students\u2019 or researchers\u2019 self-study and well-being during times of crisis.
Keywords:<\/strong> COVID-19, art, flow, international doctoral student, metaphor, well-being, self-study<\/em><\/p>\n\n\n\n

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Applying the Frayer model in the jigsaw classroom<\/mark><\/strong><\/p>\n\n\n\n

\"\"<\/a> <\/a>Sofia P. Tsakalidou,<\/em><\/strong> Aristotle University of Thessaloniki, Thessaloniki, Greece <\/p>\n\n\n\n

Published online: 01 June 2021, JCETR, 5(1\/2), pp. 38-42.<\/p>\n\n\n\n

DOI: 10.5281\/zenodo.7508230<\/a><\/p>\n\n\n\n

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Purpose<\/strong>: The paper examines ways of building small groups, the advantages, and the difficulties of group-work in the classroom, as well as the necessary elements of cooperative learning processes. Furthermore, it examines the possibility of implementing the Frayer model in the jigsaw classroom.
Methods<\/strong>: The paper combines a brief literature review on group-work, collaborative learning, the Jigsaw Classroom, and the Frayer Model and presents examples from classroom practices using a combination of the Jigsaw Classroom with the Frayer Model in Greek schools.
Results<\/strong>: Key findings support the argument for implementing the Frayer model in the jigsaw classroom for teaching a foreign language and other learning subjects, both in Primary and Secondary education.
Implications<\/strong>: Instructional practices which combine the Frayer Model and the Jigsaw Classroom can contribute to the reinforcement of grammatical, lexical, syntactical, and mathematical learning in diverse Primary and Secondary School classrooms.
Keywords<\/strong>: differentiated instruction, heterogeneity, jigsaw classroom, Frayer model, collaborative activities.<\/em><\/p>\n\n\n\n

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a a Editorial Panagiotis Tzionas, International Hellenic University, GreecePublished online:\u00a001 June 2021, JCETR, 5(1\/2), pp. 1-2. DOI: 10.5281\/zenodo.7508100 a Abstract It gives me great pleasure to introduce the 5th volume of JECTR, with a double issue covering 2021. The publication has been delayed, due to the SARS-COV-2 Pandemic extensive disruption in the education process, which [\u2026]<\/p>\n","protected":false},"author":1,"featured_media":0,"parent":0,"menu_order":0,"comment_status":"closed","ping_status":"open","template":"","meta":{"footnotes":""},"_links":{"self":[{"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/pages\/1123"}],"collection":[{"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/pages"}],"about":[{"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/types\/page"}],"author":[{"embeddable":true,"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/users\/1"}],"replies":[{"embeddable":true,"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/comments?post=1123"}],"version-history":[{"count":40,"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/pages\/1123\/revisions"}],"predecessor-version":[{"id":1467,"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/pages\/1123\/revisions\/1467"}],"wp:attachment":[{"href":"https:\/\/www.jcetr.gr\/index.php\/wp-json\/wp\/v2\/media?parent=1123"}],"curies":[{"name":"wp","href":"https:\/\/api.w.org\/{rel}","templated":true}]}}