• International Journal of Computer Science & Network Security
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• v.22 no.11
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• pp.141-148
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• 2022

The development of the education system and the labor market today requires new conditions for unification and functioning, the introduction of an innovative culture in the field of Education. The construction of modern management of innovative development of a higher education institution requires consideration of the existing theoretical, methodological and practical planes on which its formation is based. The purpose of the article is to substantiate the modern paradigm of organizing the mechanism of managing the innovative development of higher education institutions. Innovation in education is represented not only by the final product of applying novelty in educational and managerial processes in order to qualitatively improve the subject and objects of management and obtain economic, social, scientific, technical, environmental and other effects, but also by the procedure for their constant updating. The classification of innovations in education is presented. Despite the positive developments in the development of Education, numerous problems remain in this area, which is discussed in the article. The concept of innovative development of higher education institutions is described, which defines the prerequisites, goals, principles, tasks and mechanisms of university development for a long-term period and should be based on the following principles: scientific, flexible, efficient and comprehensive. The role of the motivational component of the mechanism of innovative development of higher education institutions is clarified, which allows at the strategic level to create an innovative culture and motivation of innovative activity of each individual, to make a choice of rational directions for solving problems, at the tactical level - to form motives for innovative activity in the most effective directions, at the operational level - to monitor the formation of a system of motives and incentives, to adjust the directions of motivation. The necessity of the functional component of the mechanism, which consists in determining a set of steps and management decisions aimed at achieving certain goals of innovative development of higher education institutions, is proved. The monitoring component of the mechanism is aimed at developing a special system for collecting, processing, storing and distributing information about the stages of development of higher education institutions, prediction based on the objective data on the dynamics and main trends of its development, and elaboration of recommendations.

• Journal of the International Relations & Interdisciplinary Education
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• v.1 no.1
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• pp.80-94
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• 2021

The "Belt and Road" economic development strategy provides new ideas for the transformation of my country's higher education. Under the guidance of the new development concept and relying on a good competitive platform, my country's higher education will have more possibilities for internationalization. The analysis of the connotation of the development concept of my country's higher education internationalization is mainly reflected in the development and tolerance of my country's higher education, and the innovation and sharing of development concepts. With this as the direction, my country's higher education institutions can combine the school's own school-running philosophy to formulate new teaching standards that are in line with international rules. Do a good job in the penetration of our country's excellent traditional culture, and handle the relationship between cultures of various countries. Actively learn from international advanced teaching concepts to build a scientific and perfect talent training mechanism.

• The Journal of the Korea Contents Association
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• v.21 no.3
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• pp.232-243
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• 2021

This study analyzed how K-MOOC was used and identify the academic achievements in higher education. The participants who completed the survey questionnaire were composed of 379 students who were in curriculum-related extra-curriculum using K-MOOC. Results show that the participation rate in individual learning activities was high, thus indicating the activities were perceived positively. In addition, students perceived positively their academic achievements of receiving, valuing, and responding in affective area, as well as synthesis and evaluation of knowledge in cognitive area. Students were also satisfied that they had no psychological burden to the credit of the course and they could take a course from another college. By contrast, platform instability, too much online content, and tedious activities in the lessons were perceived negatively. Nonetheless, the group assessment results suggested that the students taking a course related to their major had further engagement in discussions, and their academic achievement was higher. Based on the foregoing findings, the study proposed developing a subject matter with various theme, utilization plans, interaction reinforcement, and quality management by supporting instructional design strategies in order to expand the use of K-MOOC both as a general education and a major curriculum. The results obtained in this study represent baseline data that may assist in the decision making for university system and operation plan.

• Journal of Veterinary Science
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• v.22 no.5
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• pp.59.1-59.13
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• 2021

Background: Antimicrobial peptides (AMPs) have been identified as promising compounds for consideration as novel antimicrobial agents. Objectives: This study analyzed the efficacy of cecropin B against Haemophilus parasuis isolates through scanning electron microscopy (SEM) and atomic force microscopy (AFM) experiments. Results: Cecropin B exhibited broad inhibition activity against 15 standard Haemophilus parasuis (HPS) strains and 5 of the clinical isolates had minimum inhibition concentrations (MICs) ranging from 2 to 16 ㎍/mL. Microelectrophoresis and hexadecane adsorption assays indicated that the more hydrophobic and the higher the isoelectric point (IEP) of the strain, the more sensitive it was to cecropin B. Through SEM, multiple blisters of various shapes and dents on the cell surface were observed. Protrusions and leakage were detected by AFM. Conclusions: Based on the results, cecropin B could inhibit HPS via a pore-forming mechanism by interacting with the cytoplasmic membrane of bacteria. Moreover, as cecropin B concentration increased, the bacteria membrane was more seriously damaged. Thus, cecropin B could be developed as an effective anti-HPS agent for use in clinical applications.

• STI Policy Review
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• v.9 no.1
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• pp.99-132
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• 2018

Developing countries face numerous challenges in the process of building science, technology, and research capacity; in particular, the formation and accumulation of skilled S&T workforce. The lack of organized and sustainable higher education options (Master and Doctoral programs), nonexistent or low-quality academic programs, and the absence of research-oriented study options are some of the strong contributors for talented students to emigrate to developed countries. At the same time, the consolidation of a global knowledge economy, the internationalization of higher education, and the competition to attract foreign talent in industrialized countries present challenges for underdeveloped nations to retain their already scarce skilled human resources. In this context, student mobility has been used as a policy mechanism to cope with S&T workforce shortages in S&T laggard nations. It has also enabled opportunities for international cooperation to play a key role. While significant literature has been devoted to studying the gains of developed nations with the arrival and potential migration of the mobilized students, few scholarly inquiries have addressed the benefits and losses experienced by their countries of origin. More importantly, limited research can be found on policy options and policy implications for developing countries to deal with the dilemmas presented by the brain-drain/brain-circulation debate. The goal of this article is to study empirical evidence of an international cooperation initiative for student mobility between the Republic of Korea and Guatemala (implemented during 2009-2015). The paper analyzes this particular international cooperation experience from the perspective of the different actors involved and attempts to draw policy implications and policy options for developing countries to deal with potential risks and gains derived from international mobility for their S&T capacity building.