Articles
Published 2022-10-10
Keywords
- success, professional training, students, higher education of the USA, modeling.
How to Cite
Kozmenko, O., Popovych, I., Arbeláez-Campillo, D. F., Rojas-Bahamón, M. J., & Volchenko, L. (2022). Structural and functional model of the successful person training in USA colleges and universities. Amazonia Investiga, 11(55), 143–155. https://doi.org/10.34069/AI/2022.55.07.15
Abstract
The purpose of the article is to study the training of a successful person in the colleges and universities of the USA as a holistic process and to create a structural and functional model. The methods of retrospective analysis, systematization and generalization, abstraction and specification, modeling and graphic visualization are applied. A structural and functional model of successful person training in colleges and universities of the USA has been created. The focus groups of this process have been defined, in which the work is aimed at applicants, first-year students, second-fourth years students and a special category - students of the last year and graduates, as a significant part of students do not complete their studies on time. Examples of effective use of models and strategies of student training by American institutions of higher education are given. Five stages of successful person training in American institutions of higher education are proposed. It is summarized that the created structural and functional model is the basis for creating a strategy for the development of an educational institution and will contribute to the high-quality organization of the training of specialists in colleges and universities.
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References
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Center for Community College Student Engagement. (2013). A matter of degrees: Engaging practices, engaging students (High-impact practices for community college student engagement). Austin, TX: The University of Texas at Austin, Community College Leadership Program. https://www.ccsse.org/docs/matter_of_degrees_3.pdf
Coley, C., Coley, T., & Lynch-Holmes, K. (2016). Retention and student success: Implementing strategies that make a difference. Ellucian White Paper Series. Fairfax, VA: Ellucian. https://www.ellucian.com/assets/en/white-paper/whitepaper-retention-and-student-success.pdf
EAB (2020). The Holistic Student Success Framework. https://www.hobsons.com/resources/the-holistic-student-success-framework/
Hudimova, A. Kh. (2021). Psychological well-being and social media users’ behavioral online patterns in everyday life and during the COVID-19 pandemic. Insight: the psychological dimensions of society, 5, 133-147. https://doi.org/10.32999/2663-970X/2021-5-9
Hudimova, A., Popovych, I., Baidyk, V., Buriak, O., & Kechyk, O. (2021). The impact of social media on young web users’ psychological well-being during the COVID-19 pandemic progression. Amazonia Investiga, 10(39), 50–61. https://doi.org/10.34069/AI/2021.39.03.5
Jones, P., Trier, C. J., & Richards, J. P. (2008). Embedding education for sustainable development in higher education: A case study examining common challenges and opportunities for undergraduate programs. International Journal of Educational Research, 47(6), 341-350. https://doi.org/10.1016/j.ijer.2008.11.001
Kinzie, J., & Kuh, G. (2016). Review of student success frameworks to mobilize higher education. Retrieved from Center for Postsecondary Research website: http://cpr.indiana.edu
Khmiliar, O., Popovych, I., Hrys, A., Pavliuk, M., Zavatska, N., Lytvynenko, O., & Blynova, O. (2020). Spatial Regulation of Personality Behavior in the Conditions of Progression of the COVID-19 Pandemic. Revista Inclusiones, 7(SI), 289-306. http://www.revistainclusiones.org/index.php/inclu/article/view/1760
Kononenko, O., Kononenko, A., Stynska, V., Kachmar, O., Prokopiv, L., Katolyk, H., & Popovych, I. (2020). Research of the factor structure of the model of world view settings at a young age. Revista Inclusiones, 7 (3), 98–116. http://www.revistainclusiones.org/index.php/inclu/article/view/1618
Kozmenko, O. (2020). The role of American higher education in student success. Knowledge Education Law Management, 5(33), 2, 9-14. https://doi.org/10.51647/kelm.2020.5.2.2
Kuh, G. D., Kinzie, J. L., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006). What matters to student success: A review of the literature. Washington, DC: National Postsecondary Education Cooperative. https://nces.ed.gov/npec/pdf/kuh_team_report.pdf
Mayer, A. K., Cerna, O., Cullinan, D., Fong, K., Rutschow, E. Z., & Jenkins, D. (2014). Moving ahead with institutional change: Lessons from the first round of Achieving the Dream community colleges. New York, NY: MDRC. https://files.eric.ed.gov/fulltext/ED546648.pdf
Nosov, P.S., Popovych, I.S., Cherniavskyi, V.V., Zinchenko, S.M., Prokopchuk Y.A., & Makarchuk D.V. (2020). Automated identification of an operator anticipation on marine transport. Radio Electronics, Computer Science, Control, 3, 158–172. https://doi.org/10.15588/1607-3274-2020-3-15
Perna, L. W., & Thomas, S. L. (2006). A framework for reducing the college success gap and promoting success for all. Washington, DC: National Postsecondary Education Cooperative. https://nces.ed.gov/npec/pdf/Perna_Thomas_Report.pdf
Plokhikh, V. V. (2021). Assessment of subject’s readiness for urgent actions using the variations of sensorimotor response tasks. Insight: the psychological dimensions of society, 5, 46–65. http://doi.org/10.32999/2663-970X/2021-5-4
Plokhikh, V., Popovych, I., Zavatska, N., Losiyevska, O., Zinchenko, S., Nosov, P., & Aleksieieva, M. (2021). Time Synthesis in Organization of Sensorimotor Action. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(4), 164–188. https://doi.org/10.18662/brain/12.4/243
Popovych, I., Arbeláez-Campillo, D. F., Rojas-Bahamón, M. J., Burlakova, I., Kobets, V., & Bokshan, H. (2021a). Time perspective in the professional activity of specialists of the economic sphere. Questiones Políticas, 39 (69), 424–445. https://doi.org/10.46398/cuestpol.3969.27
Popovych, I., Borysiuk, A., Zahrai, L., Fedoruk, O., Nosov, P., Zinchenko, S., & Mateichuk, V. (2020a). Constructing a Structural-Functional Model of Social Expectations of the Personality. Revista Inclusiones, 7(SI), 154-167. https://revistainclusiones.org/index.php/inclu/article/view/354
Popovych, I., Kononenko, O., Kononenko, A., Stynska, V., Kravets, N., Piletska, L., & Blynova, O. (2020b). Research of the Relationship between Existential Anxiety and the Sense of Personality’s Existence. Revista Inclusiones, 7(SI), 41-59. http://www.revistainclusiones.org/index.php/inclu/article/view/300
Popovych, I., Shevchenko, A., Galvez, L. M., & Klenina, K. (2021b). Research of the relationship between social desirability and value orientations of adolescents. Revista Notas Históricas y Geográficas, 26(1), 241–268. https://www.revistanotashistoricasygeograficas.cl/index.php/nhyg/article/view/339
Popovych, I., Zhigarenko, I., Losiyevska, O., Dovbenko, S., Kashyrina, Ye., Shevchenko, R., & Piletska, L. (2020c). Research of Achievement Motivation’s Impact on the Career Orientations of Future Managers of Organizations. Revista Inclusiones, 7(SI), 247-263. http://www.revistainclusiones.org/index.php/inclu/article/view/1231
Shevchenko, R., Cherniavskyi, V., Zinchenko, S., Palchynska, M., Bondarevich, S., Nosov, P., & Popovych, I. (2020a). Research of psychophysiological features of response to stress situations by future sailors. Revista Inclusiones, 7(SI), 566–579. http://www.revistainclusiones.org/index.php/inclu/article/view/1780
Shevchenko, R., Popovych, I., Spytska, L., Nosov, P., Zinchenko, S., Mateichuk, V., & Blynova, O. (2020b). Comparative analysis of emotional personality traits of the students of maritime science majors caused by long-term staying at sea. Revista Inclusiones, 7(SI), 538-554. http://www.revistainclusiones.org/index.php/inclu/article/view/1309
Tinto, V., & Pusser, B. (2006). Moving from theory to action: Building a model of institutional action for student success. Washington, DC: National Postsecondary Education Cooperative. http://nces.ed.gov/npec/papers.asp
Williams, D.A., Berger, J.B., & McClendon, S.A. (2005). Toward a model of inclusive excellence and change in postsecondary institutions. Washington, DC: Association of American Colleges and Universities. https://operations.du.edu/sites/default/files/2020-04/model-of-inclusive-excellence.pdf
Blynova, O., Moiseienko, V., Los, O., Burlakova, I., Yevdokimova, O., Toba, M., & Popovych, I. S. (2020b). Assertiveness as a Factor of Students' Choice of Behavior Strategies in Social Interaction. Revista Inclusiones, 7(4), 259-272. http://www.revistainclusiones.org/index.php/inclu/article/view/1551
Braxton, J. M. (2006). Faculty professional choices in teaching that foster student success. Washington, DC. National Postsecondary Education Cooperative. [File PDF] https://nces.ed.gov/npec/pdf/Braxton_Report.pdf
Calcagno, J.C., Bailey, T., Jenkins, D., Kienzl, G., & Leinbach, T. (2008). Community college student success: What institutional characteristics make a difference? Economics of Education Review, 27, 632-645. https://eric.ed.gov/?id=EJ819483
Center for Community College Student Engagement. (2013). A matter of degrees: Engaging practices, engaging students (High-impact practices for community college student engagement). Austin, TX: The University of Texas at Austin, Community College Leadership Program. https://www.ccsse.org/docs/matter_of_degrees_3.pdf
Coley, C., Coley, T., & Lynch-Holmes, K. (2016). Retention and student success: Implementing strategies that make a difference. Ellucian White Paper Series. Fairfax, VA: Ellucian. https://www.ellucian.com/assets/en/white-paper/whitepaper-retention-and-student-success.pdf
EAB (2020). The Holistic Student Success Framework. https://www.hobsons.com/resources/the-holistic-student-success-framework/
Hudimova, A. Kh. (2021). Psychological well-being and social media users’ behavioral online patterns in everyday life and during the COVID-19 pandemic. Insight: the psychological dimensions of society, 5, 133-147. https://doi.org/10.32999/2663-970X/2021-5-9
Hudimova, A., Popovych, I., Baidyk, V., Buriak, O., & Kechyk, O. (2021). The impact of social media on young web users’ psychological well-being during the COVID-19 pandemic progression. Amazonia Investiga, 10(39), 50–61. https://doi.org/10.34069/AI/2021.39.03.5
Jones, P., Trier, C. J., & Richards, J. P. (2008). Embedding education for sustainable development in higher education: A case study examining common challenges and opportunities for undergraduate programs. International Journal of Educational Research, 47(6), 341-350. https://doi.org/10.1016/j.ijer.2008.11.001
Kinzie, J., & Kuh, G. (2016). Review of student success frameworks to mobilize higher education. Retrieved from Center for Postsecondary Research website: http://cpr.indiana.edu
Khmiliar, O., Popovych, I., Hrys, A., Pavliuk, M., Zavatska, N., Lytvynenko, O., & Blynova, O. (2020). Spatial Regulation of Personality Behavior in the Conditions of Progression of the COVID-19 Pandemic. Revista Inclusiones, 7(SI), 289-306. http://www.revistainclusiones.org/index.php/inclu/article/view/1760
Kononenko, O., Kononenko, A., Stynska, V., Kachmar, O., Prokopiv, L., Katolyk, H., & Popovych, I. (2020). Research of the factor structure of the model of world view settings at a young age. Revista Inclusiones, 7 (3), 98–116. http://www.revistainclusiones.org/index.php/inclu/article/view/1618
Kozmenko, O. (2020). The role of American higher education in student success. Knowledge Education Law Management, 5(33), 2, 9-14. https://doi.org/10.51647/kelm.2020.5.2.2
Kuh, G. D., Kinzie, J. L., Buckley, J. A., Bridges, B. K., & Hayek, J. C. (2006). What matters to student success: A review of the literature. Washington, DC: National Postsecondary Education Cooperative. https://nces.ed.gov/npec/pdf/kuh_team_report.pdf
Mayer, A. K., Cerna, O., Cullinan, D., Fong, K., Rutschow, E. Z., & Jenkins, D. (2014). Moving ahead with institutional change: Lessons from the first round of Achieving the Dream community colleges. New York, NY: MDRC. https://files.eric.ed.gov/fulltext/ED546648.pdf
Nosov, P.S., Popovych, I.S., Cherniavskyi, V.V., Zinchenko, S.M., Prokopchuk Y.A., & Makarchuk D.V. (2020). Automated identification of an operator anticipation on marine transport. Radio Electronics, Computer Science, Control, 3, 158–172. https://doi.org/10.15588/1607-3274-2020-3-15
Perna, L. W., & Thomas, S. L. (2006). A framework for reducing the college success gap and promoting success for all. Washington, DC: National Postsecondary Education Cooperative. https://nces.ed.gov/npec/pdf/Perna_Thomas_Report.pdf
Plokhikh, V. V. (2021). Assessment of subject’s readiness for urgent actions using the variations of sensorimotor response tasks. Insight: the psychological dimensions of society, 5, 46–65. http://doi.org/10.32999/2663-970X/2021-5-4
Plokhikh, V., Popovych, I., Zavatska, N., Losiyevska, O., Zinchenko, S., Nosov, P., & Aleksieieva, M. (2021). Time Synthesis in Organization of Sensorimotor Action. BRAIN. Broad Research in Artificial Intelligence and Neuroscience, 12(4), 164–188. https://doi.org/10.18662/brain/12.4/243
Popovych, I., Arbeláez-Campillo, D. F., Rojas-Bahamón, M. J., Burlakova, I., Kobets, V., & Bokshan, H. (2021a). Time perspective in the professional activity of specialists of the economic sphere. Questiones Políticas, 39 (69), 424–445. https://doi.org/10.46398/cuestpol.3969.27
Popovych, I., Borysiuk, A., Zahrai, L., Fedoruk, O., Nosov, P., Zinchenko, S., & Mateichuk, V. (2020a). Constructing a Structural-Functional Model of Social Expectations of the Personality. Revista Inclusiones, 7(SI), 154-167. https://revistainclusiones.org/index.php/inclu/article/view/354
Popovych, I., Kononenko, O., Kononenko, A., Stynska, V., Kravets, N., Piletska, L., & Blynova, O. (2020b). Research of the Relationship between Existential Anxiety and the Sense of Personality’s Existence. Revista Inclusiones, 7(SI), 41-59. http://www.revistainclusiones.org/index.php/inclu/article/view/300
Popovych, I., Shevchenko, A., Galvez, L. M., & Klenina, K. (2021b). Research of the relationship between social desirability and value orientations of adolescents. Revista Notas Históricas y Geográficas, 26(1), 241–268. https://www.revistanotashistoricasygeograficas.cl/index.php/nhyg/article/view/339
Popovych, I., Zhigarenko, I., Losiyevska, O., Dovbenko, S., Kashyrina, Ye., Shevchenko, R., & Piletska, L. (2020c). Research of Achievement Motivation’s Impact on the Career Orientations of Future Managers of Organizations. Revista Inclusiones, 7(SI), 247-263. http://www.revistainclusiones.org/index.php/inclu/article/view/1231
Shevchenko, R., Cherniavskyi, V., Zinchenko, S., Palchynska, M., Bondarevich, S., Nosov, P., & Popovych, I. (2020a). Research of psychophysiological features of response to stress situations by future sailors. Revista Inclusiones, 7(SI), 566–579. http://www.revistainclusiones.org/index.php/inclu/article/view/1780
Shevchenko, R., Popovych, I., Spytska, L., Nosov, P., Zinchenko, S., Mateichuk, V., & Blynova, O. (2020b). Comparative analysis of emotional personality traits of the students of maritime science majors caused by long-term staying at sea. Revista Inclusiones, 7(SI), 538-554. http://www.revistainclusiones.org/index.php/inclu/article/view/1309
Tinto, V., & Pusser, B. (2006). Moving from theory to action: Building a model of institutional action for student success. Washington, DC: National Postsecondary Education Cooperative. http://nces.ed.gov/npec/papers.asp
Williams, D.A., Berger, J.B., & McClendon, S.A. (2005). Toward a model of inclusive excellence and change in postsecondary institutions. Washington, DC: Association of American Colleges and Universities. https://operations.du.edu/sites/default/files/2020-04/model-of-inclusive-excellence.pdf
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