scholarly journals Creating Responsible and Engaged Students

2021 ◽  
pp. 197-203
Author(s):  
Pankaj Mittal
Keyword(s):  
Higher Education ◽  
Future Generations ◽  
Active Engagement ◽  
Teaching And Research ◽  
Knowledge And Skills ◽  
Prime Concern ◽  
Social Concerns ◽  
The World ◽  
Education In India ◽  
Advanced Knowledge

AbstractSince 6 BC, when the first university of the world was established in Takshila in India, higher education in India has been integrating advanced knowledge and skills with larger social concerns. Apart from teaching and research, a prime concern of universities is to engage with the community and to contribute towards the development of society. Much emphasis is placed on the values of education by complementing curricular instruction for shaping future generations and enabling active engagement with society. The emphasis has been on holistic development of the student leading to complete realization and liberalization of oneself. To quote Swami Vivekananda, a well-known Indian scholar, “Education is not the amount of information that we put into your brain and runs riot there, undigested, all your life. We must have life-building, man-making, character-making assimilation of ideas. If you have assimilated five ideas and made them your life and character, you have more education than any man who has got by heart a whole library. If education is identical with information, the libraries are the greatest sages of the world and encyclopaedia are the greatest Rishis”.

scholarly journals The Growing Accountability Agenda: Progress or Mixed Blessing?

2015 ◽  
Author(s):  
Jamil Salmi
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Teaching And Research ◽  
The Past ◽  
Public Resources ◽  
The World ◽  
Mixed Blessing ◽  
University Leaders ◽  
Accountability Practices

In the past decade, however, accountability has become a major concern in most parts of the world. Governments, parliaments, and society at large are increasingly asking universities to justify the use of public resources and account more thoroughly for their teaching and research results. The universal push for increased accountability has made the role of university leaders much more demanding. The successful evolution of higher education institutions will hinge on finding an appropriate balance between credible accountability practices and favorable autonomy conditions.

Management Education for a Sustainable World

2021 ◽  
pp. 217-235
Author(s):  
Christiane Molina
Keyword(s):  
Higher Education ◽  
Private Sector ◽  
Management Education ◽  
Business Schools ◽  
Higher Education Institutions ◽  
Business Leaders ◽  
Future Generations ◽  
Teaching Techniques ◽  
The World ◽  
Development Of Competencies

Societies across the world currently deal with multiple interconnected problems whose solutions call for the active participation of various actors. The private sector is among them and as a result, business leaders are in need of competencies that enable them to find appropriate answers. Sustainability competence may offer the key to transition towards a more equal and fair economy where the resources are maintained for the use of future generations. Higher Education Institutions and specifically business schools are an essential means to develop such competency. This chapter presents a proposal of an educational pathway for the development of competencies for sustainability and offers educators an array of teaching techniques that could be used at each stage.

scholarly journals Performance and Reduction of Carbon Footprint for a Sustainable Campus

2019 ◽  
Vol 9 (1) ◽  
pp. 3489-3493
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Global Warming ◽  
Carbon Footprint ◽  
Environmental Issues ◽  
Future Generations ◽  
Transportation Energy ◽  
Full Support ◽  
World Today ◽  
The World

Thisresearch is to analyze and reduce the emission of carbon footprint around campus in order to build a sustainable campus for future generations. One of the most profound issue faced by the world today is the rise of temperature which is also known as global warming. The emission of GHGs has been an alarming issue in our world today which causes not only the rise of temperature but also disastrous natural disasters such as flood, hurricane, drought and many more. Like other developing countries, Malaysia have given its full support and cooperation in its attempt to achieve a sustainable development. In Malaysia, there are several policies and legislation developed to encourage sustainability in four major areas which are water and waste management, transportation, energy and building. The importance of higher education institutions such as universities should address the diverse needs of local societies and promote sustainability. Universities should also consider including sustainability into student’s education and program to promote the environmental issues which have been one of the highest concerns around the world. Therefore, the focus of this research is to analyze and reduce the carbon footprint for a sustainable campus. Hence, the aim of this research is to analyze the emission of carbon footprint throughout the campus such as traveling to class and to suggest alternatives that the student or staff can take in order to reduce the emission of carbon footprint around campus and to build a sustainable campus.

scholarly journals A Comparison of the General Knowledge and Skills Displayed by Students Participating in International Geopolitical Competitions

2020 ◽  
Vol 10 (9) ◽  
pp. 255
Author(s):  
Piotr L. Wilczyński
Keyword(s):  
Higher Education ◽  
Professional Knowledge ◽  
Subject Area ◽  
General Knowledge ◽  
Knowledge And Skills ◽  
Quality Of Higher Education ◽  
The World ◽  
Material Good ◽  
The Subject

Three years ago, the Polish Geopolitical Society began an initiative focused on students, PHD candidates and interested academic societies, who wished to co-operate in popularizing the subject area of geopolitics. This initiative sought to serve as a forum for such groups and individuals to compete with other interested colleagues and groups from around the world. During the process, students strive to prove their level of professional knowledge, while their teachers assist them in preparing for their best presentations. All participants then meet during the final stages of the competition in order to exchange their experiences. This, in turn, benefits the development of general approaches and methods of study regarding the discipline of geopolitics. The question addressed in this paper then, is how such international competitions can improve the overall skills and knowledge of the subject area at hand among those participating. The importance of this question is underscored by various initiatives undertaken that attempt to measure the quality of higher education. The research presented in this article, then, is based upon interviews with both participants and organizing committee members, which attempt to gauge the experiences and results achieved during such competitions. The results show both the positive and negative aspects of organizing such gatherings. Most certainly, one could draw the conclusion that such events are the most attractive to the most ambitious of students and teachers, who consider education a privilege and as a process, which continues throughout one’s lifetime. Adversely, for those who place education in the same category as a material good, to be bought and sold, such competitions have little appeal especially when focused upon a narrow field of study.

3. On Building a University for the Common Good1

2020 ◽  
Vol 2 (1) ◽  
pp. 45-68 ◽  
Author(s):  
Tim Ingold
Keyword(s):  
Higher Education ◽  
Knowledge Economy ◽  
Research Universities ◽  
Common Good ◽  
Teaching And Research ◽  
Precarious Employment ◽  
The Common Good ◽  
The World ◽  
The Future ◽  
The Common

<?page nr="45"?>Abstract Around the world, universities have been converted into agents of globalization, competing for business in the markets of the knowledge economy. To an ever-increasing extent, they are managed like corporations. The result has been a massive betrayal of the underlying principles of higher education. In both teaching and research, universities have reneged on their founding commitment to the pursuit of truth, and to the service of the common good. With their combination of overpaid managers, staff in precarious employment and indebted students, they are manifestly unsustainable. Rather than waiting for them to collapse, however, we need to start now to build the universities of the future, and to restore their civic purpose as necessary components of the constitution of a democratic society. This article first sets out the four principles—of freedom, trust, education and community—on which any university must be built, if it is to meet the challenges of our time. It will then go on to consider the meaning of the common good, and how universities of the future can be of service to it.

Impact of Globalization on Core Engineering Education in India

2008 ◽  
Vol 7 (1) ◽  
pp. 55-68
Author(s):  
Duru Arun-Kumar
Keyword(s):  
Higher Education ◽  
Specific Knowledge ◽  
Knowledge And Skills ◽  
Colonial Legacy ◽  
Technology Sector ◽  
Employment Pattern ◽  
Education In India ◽  
Per Se ◽  
New Interpretation ◽  
The Government

AbstractThe education system in India continued to be based on the colonial legacy of bureaucratic administration even after fifty years of independence. But, under globalization and liberalization policies of the government, engineering higher education has acquired a new interpretation of increasing credential value, where the degree per se is more important for securing a high-paying job, primarily in the software and information technology sector, than for acquiring specific knowledge and skills. This is reflected in the employment pattern of the graduates with a core engineering background.

Focus on Quality in Higher Education in India

2021 ◽  
pp. 001955612110072
Author(s):  
Asha Gupta
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Present Article ◽  
Quality Education ◽  
Knowledge And Skills ◽  
Knowledge Based ◽  
Massification Of Higher Education ◽  
Education In India ◽  
Quality In Higher Education ◽  
Changing World

These days we find a lot more focus on ‘quality’ in the field of higher education than ever before. In fact, it is the concept of quality that makes higher education ‘higher’. Earlier, the pursuit of higher education was elitist. The focus used to be on ‘knowledge for the sake of knowledge’. However, with the massification of higher education in the wake of knowledge-based and technology-driven modern economies worldwide, we find the focus shifting to employability of the students in rapidly changing world of work. The quality education implies not only equipping the students with requisite knowledge and skills for their chosen career field but also to prepare them for lifelong learning. It is expected to train the students to think and act critically beyond university in the interest of society and humankind. The present article focuses on the changing perspectives of the quality in higher education in India. The methodology adopted is analytical, comparative and empirical.

scholarly journals Practising postcolonial pedagogies in higher education teaching and research

2021 ◽  
Vol 18 (3) ◽  
pp. 150-163
Author(s):  
Mags Liddy ◽  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Knowledge Base ◽  
Education System ◽  
Teaching And Learning ◽  
Global Development ◽  
Teaching And Research ◽  
Degree Programme ◽  
Emotional Work ◽  
The World

Teaching about global development challenges is a complex and demanding process both for students and teachers. In this article, I examine the potential of postcolonial pedagogies in facilitating the process of learning to unlearn and in developing learners’ agency in reading the world. I focus on two teaching encounters to examine the potential of postcolonial pedagogies; one is a Sustainable Development module, part of a degree programme in formal higher education and the second teaching encounter are preparatory sessions for overseas volunteers.This paper examines the process and implications of utilising postcolonial pedagogies in these settings and is written from my perspective as a self-reflexive teacher and researcher. This form of teaching and learning raises three particular tensions for me: structural concerns in the Irish education system, pedagogical questions as well as personal implications for me as a teacher and my knowledge base. This article concludes with a summary of these identified tensions, outlining continuing questions rather than presenting solutions. Teaching about global development challenges is difficult, challenging and emotional work, demanding vigilance and reflexivity by the teacher.

scholarly journals Cybersecurity Skills in EU: New Educational Concept for Closing the Missing Workforce Gap

2021 ◽  
Author(s):  
Borka Jerman Blažič
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Educational Systems ◽  
Human Dimension ◽  
Knowledge And Skills ◽  
Educational Concept ◽  
The World ◽  
Education Concept

Recruiting, retaining and maintaining a validated number of cybersecurity professionals in the workplace is a constant battle, not only for the technical side of cybersecurity, but also for the overlooked area of non-technical, managerial-related jobs in the cyber sector. For years, much of the focus within cyberspace has been on the technical needs of the underlying networks and services. Very little emphasis has been placed on the human dimension of cybersecurity. This lack of cybersecurity professionals is a major problem all over the world. To overcome it, current educational systems need to be re-shaped and cooperation introduced between the different stakeholders. This chapter presents and discusses the actions and the developments in the education concept of cybersecurity knowledge and skills intended to meet the needs of the labour market in the EU. The changes in the education prepared by the higher-education institutions and by professional training providers are presented and discussed.

Linking Social Work and Service-Learning

2000 ◽  
Vol 5 (2) ◽  
pp. 167-178 ◽  
Author(s):  
Emma T. Lucas
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Service Learning ◽  
Learning Experiences ◽  
Daily Basis ◽  
Civic Responsibility ◽  
Institutions Of Higher Education ◽  
Active Engagement ◽  
Societal Issues ◽  
Social Concerns

When provided the opportunity, many students emphasize the desire to obtain a degree, but not in a vacuum isolated from social concerns. In some way, societal concerns touch their lives on a daily basis. Students' acceptance of civic responsibility is highlighted through active engagement in activities that provide wider learning experiences while further understanding and carrying out civic responsibility. Colleges and universities have civic missions that must be emphasized, and service-learning experiences support these missions. Social work departments are natural units that can help institutions of higher education connect to the community and address societal issues and concerns. This article describes a service-learning course that was structured with major components emphasizing basic foundations and values of social work. It also summarizes the reflective and learning experiences of the students who completed placements for the course in a literacy program. Linkages between social work and its core values and service-learning are discussed.

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