Admissions Policy and Practice Regarding Refugee Students in U.S. Higher Education: What is Known?

2021 ◽  
pp. 173-191
Author(s):  
Bryce Loo
Keyword(s):  
Higher Education ◽  
Policy And Practice ◽  
Refugee Students ◽  
Admissions Policy

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

2020 ◽  
Author(s):  
Anne Roosipõld ◽  
Krista Loogma ◽  
Mare Kurvits ◽  
Kristina Murtazin
Keyword(s):  
Higher Education ◽  
University Education ◽  
Structured Interviews ◽  
Policy And Practice ◽  
Constructivist Learning Theory ◽  
Education Experience ◽  
Restaurant Management ◽  
The Social ◽  
The University ◽  
Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

Principles for establishing policy and practice in assessment for courses in higher education. Advice for the Tempus Demed project

CADMO ◽  
2012 ◽  
pp. 5-20
Author(s):  
Chris Whetton
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Continuous Improvement ◽  
Learning Objectives ◽  
Policy And Practice

Ten principles for assessment in courses of higher education and the processes involved are set out and elaborated. The principles encompass: the alignment of assessment with learning objectives; reflecting the required standards; students' achievements; reliability, validity and effort; documentation of the processes; quality assurance; marking and moderation; handling of results, including confidentiality; fairness; and review and continuous improvement.

scholarly journals Charting a course to an emerging field of 'research engagement studies': A conceptual meta-synthesis

2018 ◽  
Vol 2 (2) ◽  
pp. 185-229 ◽  
Author(s):  
Jude Fransman
Keyword(s):  
Higher Education ◽  
International Development ◽  
Higher Education Policy ◽  
Policy And Practice ◽  
Research Engagement ◽  
The Past ◽  
Narrow Definition ◽  
Definition Of ◽  
The Uk ◽  
Education Science

The past decades in the UK have witnessed renewed interest by policymakers, research funders and research institutions in the engagement of non-academic individuals, groups and organizations with research processes and products. There has been a broad consensus that better engagement leads to better impact, as well as significant learning around understanding engagement and improving practice. However, this sits in tension to a parallel trend in British higher education policy that reduces the field to a narrow definition of quantitatively measured impacts attributed to individual researchers, projects and institutions. In response, this article argues for the mobilization of an emerging field of 'research engagement studies' that brings together an extensive and diverse existing literature around understandings and experiences of engagement, and has the potential to contribute both strategically and conceptually to the broader impact debate. However, to inform this, some stocktaking is needed to trace the different traditions back to their conceptual roots and chart out a common set of themes, approaches and framings across the literature. In response, this article maps the literature by developing a genealogy of understandings of research engagement within five UK-based domains of policy and practice: higher education; science and technology; public policy (health, social care and education); international development; and community development. After identifying patterns and trends within and across these clusters, the article concludes by proposing a framework for comparing understandings of engagement, and uses this framework to highlight trends, gaps and ways forward for the emerging field.

scholarly journals Refugee Students’ Access to Three European Universities: An Ethnographic Study

2019 ◽  
Vol 7 (1) ◽  
pp. 71-79 ◽  
Author(s):  
Katrin Sontag
Keyword(s):  
Higher Education ◽  
Institutional Change ◽  
Ethnographic Study ◽  
Specific Situation ◽  
Access To Higher Education ◽  
Refugee Students ◽  
Ethnographic Fieldwork ◽  
European Universities ◽  
Migratory History ◽  
History Of

The article presents an ethnographic fieldwork carried out at three universities in Switzerland, Germany, and France, and analyses how access to higher education for refugees was addressed in the three cases, how and which institutional change and activities were initiated, and by which actors. The article argues that the topic cannot be addressed in isolation but has to consider four intersecting areas: the personal biography and migratory history of the students, the asylum system, the educational system, and the funding situation. For the refugee students, the challenge is that these areas need to be taken into account simultaneously, but what is more challenging is that they are not well in tune with one another. Solutions need to take this complex—and place-specific—situation into account.

scholarly journals Predictive Analysis of Higher Education Graduation and Retention in Saudi Arabia u sing Multinomial Logistic Regression

2021 ◽  
Vol 3 (6) ◽  
pp. 1-8
Author(s):  
Ahmed Bagabir ◽  
◽  
Mohammad Zaino ◽  
Ahmed Abutaleb ◽  
Ahmed Fagehi ◽  
...  
Keyword(s):  
Higher Education ◽  
Logistic Regression ◽  
Undergraduate Students ◽  
Degree Completion ◽  
Multinomial Logistic Regression ◽  
At Risk Students ◽  
Retention Rates ◽  
First Year ◽  
Important Indicator ◽  
Admissions Policy

It is suggested that this study contributes by establishing a robust methodology for analyzing the longitudinal outcomes of higher education. The current research uses multinomial logistic regression. To the knowledge of the authors, this is the first logistic regression analysis performed at Saudi higher education institutions. The study can help decision-makers take action to improve the academic performance of at-risk students. The analyses are based on enrollment and completion data of 5,203 undergraduate students in the colleges of engineering and medicine. The observation period was extended for ten academic years from 2010 to 2020. Four outcomes were identified for students: (i) degree completion on time, (ii) degree completion with delay, (iii) dropout, and (iv) still enrolled in programs. The objectives are twofold: (i) to study the present situation by measuring graduation and retention rates with benchmarking, and (ii) to determine the effect of twelve continuous and dummy predictors (covariates) on outcomes. The present results show that the pre-admission covariates slightly affect performance in higher education programs. The results indicate that the most important indicator of graduation is the student's achievement in the first year of the program. Finally, it is highly suggested that initiatives be taken to increase graduation and retention rates and to review the admissions policy currently in place.

scholarly journals “Bologna Digital”—Actively Shaping the Digital Transformation in European Higher Education

2020 ◽  
pp. 583-596
Author(s):  
Dominic Orr ◽  
Florian Rampelt ◽  
Alexander Knoth
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Social Innovation ◽  
Bologna Process ◽  
Digital Transformation ◽  
Policy And Practice ◽  
Strategic Integration ◽  
Strategic Impact ◽  
European Higher Education ◽  
New Vision

Abstract Digital transformation will impact the European Higher Education Area (EHEA) and could contribute to developing a new vision for the Bologna Process and for higher education in Europe and beyond. In recent years, research on European and national levels has shown increasing attention being paid to digitalisation and digital transformation by higher education leadership. The 2015 and 2018 Ministerial Communiqués also clearly emphasised the importance of the topic for the EHEA. Yet, a strategic integration of digitalisation into higher education policy and practice remains hard to find. This is for two main reasons: (1) because although digitalisation is often seen as a technical innovation, it must, in fact, be a social innovation for it to have any impact and (2) because higher education as a field of practice, especially in Europe, is a multi-layered system where strategic impact is only possible if all layers are broadly following the same objectives. With reference to policy theory, the authors conjectured that reducing goal conflict and practice ambiguity would help to facilitate a more integrative digital policy and practice. With this aim, the authors launched a White Paper in 2019 to facilitate broad agreement on the potential of digitalisation within the Bologna framework. This contribution provides an interim evaluation of the initiative and its next steps. In this, it provides a reflexive review of how practitioners and researchers in the field might hope to influence policymaking and practice in the area of digitalisation.

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