Proposal for Defining Strategic Planning Goals and Actions for the Aristotle University of Thessaloniki based on its External Evaluation and Using SWOT analysis and SMART criteria (full text in Greek)

• Κύριοι συγγραφείς: Galani, Maria, Stamatopoulou, Antigoni
• Μορφή: Online
• Γλώσσα: English
• Έκδοση: HEPNET-UPatras 2020
• Θέματα: Educational Sciences; Relationship with knowledge; case study; university students; LLL, Higher Education Institutions, institutions of continuing education; Educational Sciences, Sociology, Political Sciences; Academics; Κοινωνιολογία της Εκπαίδευσης; Ανώτατη Εκπαίδευση; Political Sciences; Equity, Inequality; Students, Anxiety, Stress, University; Teacher Training; Training System; Didactics; Pedagogy; education; Pédagogie de Projet; Acteurs Sociaux; Université, Étudiants; Competition, democratization of education, distance and open learning, Internet, plagiarism; Modern Greek Studies, Freie Universität; Educational Sciences, Sociology, Political Sciences, History,; US postsecondary education, academic and occupational learning, competency, connectivity, permeability; Citizenship; higher education; values; active learning; democracy; Pre-enrolment factors; career guidance; entrepreneurship students; academic success; academic failure; Relationship to knowledges; Epistemological beliefs; Pre-service teachers; Pre-licensed psychologists; Higher education; Educational Sciences, Medicine; OTC (Over the counter medicines), comparative analysis, health care professionals, lifelong learning; Institutional assessment, HAHE, strategic planning, SWOT analysis, SMART criteria; Educational leadership, transformational leadership, effectiveness, democratic leader-ship; Educational leadership, transformational leadership, effectiveness, democratic leadership; Eπιστήμες της Εκπαίδευσης; Εκπαιδευτική ηγεσία, μετασχηματιστική ηγεσία, αποτελεσματικότητα, δημοκρατική ηγεσία.; Academic recognition, Lisbon Convention, Bologna Process, Ministerial Communications; Sexually Transmitted Diseases, HIV/AIDS, Students, Health Education, Health Promotion; Policy convergence, education, semiotics, entropy, knowledge brokering; RPWD Act, NIRF, Web Accessibility, NEP 2020, Digital Accessibility; Governing technology, performativity, the enterprising self, self-improvement, lifelong learning, teacher professional development; Human Rights Education; Faculty Members of Greek Pedagogical Departments; Specific Teaching Methodology; Educational Model of the Cognitive Pyramid; Semi Structured Interviews; Εκπαίδευση για τα Ανθρώπινα Δικαιώματα; Μέλη ΔΕΠ Ελληνικών Παιδαγωγικών Τμημάτων; Ειδική Διδακτική Μεθοδολογία; Εκπαιδευτικό Μοντέλο Γνωστικής Πυραμίδας; Ημιδομημένες Συνεντεύξεις; Pedagogy; Πανεπιστημιακή Παιδαγωγική, Φοιτητές, Παιδαγωγικοί Μηχανισμοί, Ποιότητα Διδασκαλίας; Pédagogie Universitaire, Étudiants, Dispositifs Pédagogiques, Qualité d’Enseignement; Student-centered learning, higher education, critical thinking, autonomy, teaching methods; Νόμιμη Γλωσσική Έκφραση; Κοινωνική Παρέμβαση/Ένταξη; Παιδαγωγική του Σχεδίου; Διαπολιτισμικό Εργαλείο; Πανεπιστήμιο; Legitimate Speech; Social Intervention/Insertion; Project Based Learning; Intercultural Dispositif; University; Langage Légitime; Intervention/Insertion Sociale; Pédagogie de Projet; Dispositif Interculturel, Université; Bilingualism, national languages, diglossia, linguistic ideology, language policy; University Pedagogy/Teaching and Learning in Higher Education, active learning, reflection, experimental learning.; Επιστήμες της Εκπαίδευσης; Relationship to knowledge; University; Brazil; Students from working-class families; Higher Education, Distance Learning and Covid-19 Pandemic.; Πολιτική Ανώτατης Εκπαίδευσης; Πανεπιστήμιο; Επαγγελματικοποίηση; Προγράμματα Σπουδών; Αναπλαισίωση της Γνώσης; Sociology; Higher Education Policy; University; Professionalisation; Curricula; Recontextualisation of Knowledge; Politique de l’Enseignement Supérieur; Université; Professionnalisation; Curricula; Recontextualisation des Savoirs; Marketing Communications; Marketing Environment; Higher Education; Internationalization; Universities; Educational Sciences, Teacher Education, University, Students.; Διδακτορικές σπουδές; EUA-CDE; Ε.Χ.Α.Ε.; Αρχές του Σάλτσμπουργκ; Doctoral studies, EUA-CDE, EHEA, Salzburg Principles; Πολιτικές Επιστήμες; Τέχνη; Multi-Group Moderating, Job Strain, Work Engagement, Job Demands; Παγκοσμιοποίηση; Δημοκρατία; Δύση; Αναδυόμενες Οικονομίες; Παγκοσμιοποίηση, Δημοκρατία, Δύση, Αναδυόμενες Οικονομίες; Mondialisation; Démocratie; Occident; Économie Émergeantes; Moscow State University of International Relations (MGIMO), the Greek Language Section, teaching of the Greek language, diplomat, future employment; Educational Sciences,; Academic performance Indicator; Research/Academic score; Appraisal; University Grants Commission; Research quality; Indian Universities; Higher education, Access, Governance, Gender, Guidance Policy; Higher Education, Democracy, Citizenship; Novice and experienced teachers; classroom management style; apprentice; classroom observation; hand-on experience; Relationship to knowledge. Historical foundations. Epistemological status; Academics of 19th century, memoirs, university of 19th century, Ragkavis, Pilikas, Saripolos; social inequalities, higher education; Εκπαιδευτική Πολιτική; Διοίκηση ανώτατης εκπαίδευσης, συμμετοχικό μοντέλο, διαχειριστικό μοντέλο, συγκριτική προσέγγιση, ακαδημαϊκή κοινότητα; Formation des Enseignants; Dispositif de Formation; Didactiques; Pédagogie

Each higher education institution has a strategic planning, through which it seeks its continuous improvement. In this context, strategic planning is subject to revisions and modifications, which are based on the assessments that, in Greece, are made by the Hellenic Authority for Higher Education (HAHE). Successfully setting short–term and long–term goals, which are included in strategic planning, is based on the use of appropriate tools. The purpose of this study is to provide an example of the use of SWOT analysis and SMART criteria, two useful tools for goal setting. These two tools are used to improve the Aristotle University of Thessaloniki. This institution has been selected, as it is one of the first universities established in Greece and, therefore, it carries high prestige and holds a high position in the ranking of Greek universities. It would therefore be interesting to examine whether there are further capabilities for exploitation to improve the institution. This study is approached through the analysis of secondary data. Specifically, no primary research is conducted, but rather secondary data are presented and analyzed, which are drawn from the External Evaluation Report of the then ADIP.