Situating Linguistically Responsive Instruction in Higher Education Contexts: Foundations for Pedagogical, Curricular, and Institutional Support

2021 ◽  
Author(s):  
Jennifer Haan ◽  
Colleen Gallagher
Keyword(s):  
Higher Education ◽  
Institutional Support ◽  
Responsive Instruction

ANALYSIS OF INSTITUTIONAL SUPPORT FOR THE IMPLEMENTATION OF SOCIAL SECURITY STATE IN SCIENCE

2016 ◽  
Vol 4 (2) ◽  
pp. 0-0
Author(s):  
Lyudmila Beztelesna ◽  
Liliya Pivovarchuk
Keyword(s):  
Higher Education ◽  
Social Security ◽  
Institutional Support ◽  
The State ◽  
External Evaluation ◽  
Student Achievements

In the article the institutional support for the implementation of social security of the state in education are analyzed. The importance of the results of external evaluation as the level of student achievements, the data of testing as part of the monitoring are determined. The main disadvantages of pre-school and higher education in Ukraine are determined.

scholarly journals Culturally Responsive Perceptions and Practices of Instructors at a Minority-Serving Institution

2020 ◽  
Vol 3 (2) ◽  
pp. 76-91
Author(s):  
Jeffrey M. Warren ◽  
Camille L. Goins ◽  
Leslie A. Locklear ◽  
Dana L. Unger ◽  
Tiffany M. Locklear ◽  
...  
Keyword(s):  
Higher Education ◽  
Culturally Responsive ◽  
The United States ◽  
Hierarchical Regression ◽  
Culturally Responsive Instruction ◽  
Graduate Faculty ◽  
Student Relationships ◽  
Strategic Plans ◽  
Responsive Instruction ◽  
Minority Serving Institutions

The purpose of this mixed-methods study was to examine the culturally responsive perceptions and practices of instructors at a public, minority-serving institution located in the southeast quadrant of the United States. Survey data were collected from 34 undergraduate and graduate faculty participants. Findings from a hierarchical regression analysis indicated that race or ethnicity and deficit ideology were predictive of instructor-student relationships and effectively communicating expectations. Additionally, a thematic analysis of participant responses suggested instructors believe students do not value higher education, and academic advisors should take on a more expansive role. Participants minimized the role they play in promoting student success. Based on these findings, the authors suggest that universities develop strategic plans to address inequitable policies and practices. Furthermore, instructors must challenge beliefs that are detrimental to culturally responsive instruction. A discussion of the findings and implications for culturally responsive instruction in higher education, particularly at minority serving institutions, are included.

scholarly journals Fear of Stigmatisation among Students with Disabilities in Austria

2018 ◽  
Vol 6 (4) ◽  
pp. 182-193 ◽  
Author(s):  
Sarah Zaussinger ◽  
Berta Terzieva
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Students With Disabilities ◽  
Social Factors ◽  
Support Services ◽  
Sense Of Belonging ◽  
Institutional Support ◽  
Influential Factors ◽  
Social Survey ◽  
Education Report

In Austria, 12% of all students in higher education report a disability that, at least somewhat, limits their study activities. As they still face many barriers throughout their studies, support services play a key part in their academic success. However, data from the Austrian Student Social Survey demonstrate that every second student with a disability is reluctant to contact fellow students, lecturers, or institutional support in case of study-related difficulties. One in four students with disabilities does not seek any assistance because of stigmatisation fear. With respect to these tendencies, our article examines factors that promote or inhibit the reluctance of students with disabilities to seek support due to fear of stigmatisation. For this purpose, we construct a binary indicator of stigma fear, which encompasses items concerning social isolation or drawbacks to academic opportunities, inhibitions about contacting people or disclosing one’s disability. In a regression model, we identify influential factors such as noticeability of disability and degree of study-related limitations as well as social factors like the feeling of anonymity and sense of belonging.

scholarly journals Rhetorics and challenges of distant education

2020 ◽  
pp. 131-136
Author(s):  
Inga Milevica
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Institutional Support ◽  
Stable Form ◽  
Visual Component ◽  
Advantages And Disadvantages ◽  
Study Materials ◽  
Video Recordings ◽  
Distant Education ◽  
Self Learning

Distant education has become a stable form implementing higher education. Advantages and disadvantages of this distant education form have been discussed since the form was introduced. Interactivity with a strong visual component, effective communication in various combinations – one on one, duet, group – and active learning with informative, moral, institutional support from the very beginning have been declared as one of the greatest benefits distant education. But today we are already talking about interactivity’s deficiencies, how we return to the problem of routine one-way education. There is a reason why there are regular studies in distant education research on contact forms becoming more favorable than distant forms, as they are chosen by students more frequently. The time, we enjoy in digital opportunity studies, already shown a number of stereotypes about e-studies, among which, the college highlights the following: e-studies resembled boring self-learning process with static study materials and monotonous video recordings due to lack of usual lecture form, where the lecturer meets with the group, help them with study materials; there was a lack of lectures where you can meet fellow students, exchange views and work in groups.

scholarly journals “Shining a Light” on Mature-Aged Students In, and From, Regional and Remote Australia

2021 ◽  
Vol 12 (2) ◽  
pp. 18-27
Author(s):  
Nicole Crawford ◽  
Sherridan Emery
Keyword(s):  
Higher Education ◽  
Economic Status ◽  
Institutional Support ◽  
Mixed Methods Study ◽  
Socio Economic Status ◽  
Shared Experiences ◽  
Student Equity ◽  
National Centre ◽  
Full Participation ◽  
Part Time

This article shines a light on a little-known cohort of higher education participants, mature-aged students in, and from, regional and remote Australia – the focus of a National Centre for Student Equity in Higher Education mixed-methods study. Notable patterns were found in the quantitative data; for instance, compared to their metropolitan counterparts, higher proportions of regional and remote students were older, female, from low socio-economic status areas, Aboriginal and Torres Strait Islander, and studied online and/or part-time. The presentation of four vignettes from the interviews uncovers the stories behind the numbers, revealing students’ diverse and complex circumstances; two of the students shared experiences of facing systemic obstacles, while the other two described receiving invaluable institutional support. The obstacles can be attributed to systems designed for “ideal”, “implied” and “traditional” students, and entrenched attitudes that privilege some “types” of students over others and limit the aim of full participation for all students.

scholarly journals An Exploration of Contingent Faculty Experiences at a Private, Liberal Arts College

2017 ◽  
Vol 2 (3) ◽  
Author(s):  
Dr. Erin Vicente
Keyword(s):  
Higher Education ◽  
Cultural Values ◽  
Liberal Arts ◽  
Support Systems ◽  
Higher Education Institutions ◽  
Institutional Support ◽  
Contingent Faculty ◽  
Full Time ◽  
College Level ◽  
Faculty Experiences

<p>Both internal and external factors have incited higher education institutions to reevaluate and restructure antiquated policies and practices that influence contingent faculty support systems and contingent faculty interpersonal relationships with their institutional community members. Higher education institutions now employ over a half million contingent faculty nationwide, with numbers of contingent faculty hiring continuing to grow (Maldonado &amp; Riman, 2009).</p><p>Currently, much of the research on contingent faculty stresses the use of contingent faculty and full-time faculty perceptions of contingent faculty at the community college level (Meixner, 2010; Tomanek, 2010; Wallin, 2004). Differences between full-time and contingent faculty are difficult to label because of the diversity of contingent faculty motivations (Gappa, Austin, &amp; Trice, 2005; Wagoner, 2007). Therefore, depending on how researchers conduct their study questions contingent faculty either seem satisfied, vulnerable and disenfranchised, or somewhere in the middle which produces a confusing picture of contingent faculty experiences (Wagoner, 2007; Waltman et al., 2012). This qualitative study explores contingent faculty experiences at a single institution through their own voice. Focus on an interpretative phenomenological approach allows for rich, descriptive storytelling that communicates the uniqueness and distinctiveness of the contingent faculty’s experiences, and their perceptions of how they identify and connect with their institutional support systems and institutional members. Such specificity also highlights the institution’s cultural values and norms. While some shared experiences were similar among contingent faculty, there were also experiences unique to the individual. Exploration of contingent faculty voice is imperative in driving institutional platforms that aid in creating positive institutional support systems for contingent faculty. </p>

Enabling Pathways for Students from Refugee and Asylum-Seeker Backgrounds in Higher Education: Aspirations About Progression to Postgraduate Studies

2020 ◽  
Vol 39 (2) ◽  
pp. 244-271
Author(s):  
Catherine Clark ◽  
Caroline Lenette
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Financial Aid ◽  
Social Cohesion ◽  
Asylum Seeker ◽  
Institutional Support ◽  
Educational Trajectories ◽  
Family Expectations ◽  
Education Aspirations ◽  
Postgraduate Studies

Abstract University students from refugee and asylum-seeker backgrounds (SRABs) have unique resettlement experiences related to disrupted education, family expectations, financial pressures, and visa uncertainty. These arduous experiences often translate into a strong determination to access education and persevere with tertiary studies. Supportive educational trajectories are crucial to increase social cohesion and help redress the personal and social disadvantages SRABs face. Yet, there is virtually no attention paid to aspirations about progression to postgraduate studies despite the diverse aspirations and talents of many. This article reports on a qualitative study that explored the perspectives of six SRABs and two academics at an Australian university on aspirations to postgraduate studies. Participants identified several obstacles and opportunities at personal, institutional, community, and policy levels. Many existing recommendations in the enabling pathways literature focus on what universities could do differently, but we argue for a whole-of-person approach that considers institutional as well as personal issues, to increase prospects of SRABs progressing to postgraduate studies. Universities can assist with better institutional support structures, mentoring, raising staff awareness about SRABs, and financial aid. While institutions might not be able to directly address financial, visa, and personal concerns, universities can implement simple strategies to minimise their impact.

scholarly journals Development of Sustainability Competencies for the Labour Market: An Exploratory Qualitative Study

2019 ◽  
Vol 11 (20) ◽  
pp. 5716 ◽  
Author(s):  
Magdalena Jelonek ◽  
Maria Urbaniec
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Institutional Support ◽  
Focus Group Interviews ◽  
Graduate Employability ◽  
Market Needs ◽  
Group Interviews ◽  
Competencies Development ◽  
Depth Interviews ◽  
And Training

The aim of this paper is to explore the key sustainability competencies increasing the employability of higher education graduates in Poland. Based on the results of a broad literature review on key sustainability competencies, the substantive contribution to a coherent framework of typologies of sustainability competencies will be synthesised. The developed research framework will subsequently be analysed with empirical data, collected by in-depth interviews (IDI) and focus group interviews (FGI) on the relevant employability competencies for the Polish labour market. This enables the elimination of critical gaps in the conceptualisation of the key sustainability competencies of higher education (HE) graduates related to the current and future labour market needs. The results of the analysis can make a contribution to sustainable HE graduate employability literature by exploring the links between employability and sustainability competencies. The results may be relevant to institutional support in the design and review of educational programs and training in order to foster sustainability competencies development.

Institutional Support for Postgraduate Study In Malaysia

2015 ◽  
Vol 12 (2) ◽  
pp. 31
Author(s):  
Gurnam Kaur A/P Gurdial Singh ◽  
Sarjit Kaur ◽  
PECK CHOO LIM ◽  
Yuen Fook Chan ◽  
Lai Fong Lee ◽  
...  
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Institutional Support ◽  
Delivery Systems ◽  
Higher Learning ◽  
Information Support ◽  
Structured Interviews ◽  
Postgraduate Students ◽  
Postgraduate Study ◽  
Institutions Of Higher Learning

The twin forces of globalisation and internationalisation witnessed the global democratisation of higher education leading to the mushrooming of institutions of higher learning alongside with the rapid increase in student enrolments at all levels including postgraduate study. Despite the rapid developments in higher education, postgraduate study has been plagued with high attrition and low completion rates. Consequently, there is a need to look into delivery systems to ensure students are not short-changed and quality education and delivery systems are maintained at all times. This paper aims to investigate institutional support provided for postgraduate study in Malaysia. This descriptive study involved a total of 121 supervisors and 209 postgraduate students from two public universities in Malaysia. Data for the study were collected using questionnaires and semi-structured interviews. The findings revealed that students and supervisors were moderately satisfied with the information support provided by their respective institutions with regards to postgraduate study and courses. Nevertheless, students felt that institutional support was lacking in terms of facilities, professional development and opportunities for setting up learning communities. Supervisors too expressed the need for better postgraduate facilities, professional development and sought for more transparency in terms of grant and fellowship applications. Both groups also voiced concern regarding the knowledge, skills and attitude of administrators and clerical staff. These findings have implications for the need of quality delivery systems, especially institutional support for postgraduate study. Keywords: Institutional Support, Postgraduates, Postgraduate Study

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