Introduction to Belief Systems in Higher Education

2019 ◽  
pp. 1-12
Author(s):  
Christopher S. Collins ◽  
Alexander Jun
Keyword(s):  
Higher Education ◽  
Belief Systems

Considering Instructors' Philosophical Belief Systems and Potential Impact Upon eLearning Engagement

2021 ◽  
pp. 92-113
Author(s):  
Sharon K. Andrews ◽  
Lisa Lacher ◽  
Todd W. Dunnavant
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Belief Systems ◽  
Full Professor ◽  
Career Trajectory ◽  
Instructional Process ◽  
Philosophical Beliefs ◽  
Adjunct Instructor ◽  
Course Experience ◽  
Potential Impact

The philosophical beliefs of instructors directly impact how a course is designed, the extent to which each instructor's belief systems may impact the course experience, and the beliefs that may underlie instructional design and engagement systems throughout the instructional process. The focus of this discussion evolves around the philosophical belief systems of three higher education instructors at different points in their career trajectory, from adjunct instructor to full professor, that focuses upon an analysis of philosophical beliefs associated with the teaching and learning process, that leads into the potential impact upon one's elearning instructional decisions and styles of instructional engagement that may support a better understanding of styles of transformative social learning environments within the higher education elearning instructional environment.

Scholarly Praxis at the Edges

2017 ◽  
pp. 46-62
Author(s):  
Linda Schwartz ◽  
Christina Belcher
Keyword(s):  
Higher Education ◽  
Belief Systems ◽  
Academic Culture ◽  
Work Life ◽  
Academic Leadership ◽  
Life World ◽  
Comparative Content ◽  
Fresh Insight ◽  
Scholarly Inquiry ◽  
Insight Into

This philosophical, comparative content inquiry explores how academic leadership might facilitate an opening for the convergence of scholarly inquiry with a fidelity to concerns that shape the values and experiences of faculty. Three components are explored: academic tradition in higher education (ideological world); the regulatory formation of institution (system world); and the integration of scholarship with personal values in life and work (life world). Tensions emerge at critical moments between what constitutes appropriate scholarly inquiry in a discipline field and the belief systems that form and inform the scholar's worldview. Reflective exploration considers the place of academic leadership in fostering views of tradition, conversation, and scholarship. Issues that seldom arise emerge, providing fresh insight into the practices of academic culture. In conclusion, it is suggested that further research on the need for administrators to provoke grand conversations around their mission and the scholarly tradition is warranted.

The Four Pillars of Philosophy in Higher Education

2020 ◽  
Author(s):  
Søren S.E. Bengtsen ◽  
Ronald Barnett
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Belief Systems ◽  
Research Field ◽  
Complex Societies ◽  
Academic Knowledge ◽  
Self Interest ◽  
Public Debates ◽  
State Interventions ◽  
Epistemic Obligations

The research field of the philosophy of higher education is young, having emerged within the last half-century. However, at this stage four strands, or pillars, of thought may be detected in the core literature, around which the discussions and theorizing efforts cluster. The four pillars are (a) knowledge, (b) truth, (c) critical thinking, and (d) culture. The first pillar, “knowledge,” is concerned with the meaning of academic knowledge as forming a link between the knower and the surrounding world, thus not separating but connecting them. Under the second pillar, “truth,” are inquiries into the epistemic obligations and possibilities to seek and tell the truth universities and academics have in a “post-truth” world. The third pillar, “critical thinking,” addresses the matter as to what understandings of being critical are appropriate to higher education, not least against a background of heightening state interventions and self-interest on the part of students, especially in marketized systems of higher education. The fourth pillar, that of “culture,” is interested in the possibility and ability for academics and universities to intersect and contribute to public debates, events, and initiatives on mediating and solving conflicts between value and belief systems in culturally complex societies. When seen together, the four pillars of the research field constitute the philosophy of higher education resting on four foundational strands of an epistemic, communal, ethical, and cultural heritage and future.

Achieving Legitimacy in Cross-Border Higher Education: Institutional Influences on Chinese International Branch Campuses in South East Asia

2017 ◽  
Vol 22 (3) ◽  
pp. 179-197 ◽  
Author(s):  
Lan He ◽  
Stephen Wilkins
Keyword(s):  
Higher Education ◽  
East Asia ◽  
Belief Systems ◽  
South East Asia ◽  
Host Countries ◽  
Branch Campuses ◽  
Study Approach ◽  
International Branch Campuses ◽  
Institutional Influences ◽  
Institutional Forces

All universities must achieve legitimacy, as this is essential to attract students, staff, and resources, including funding. To achieve legitimacy in transnational higher education, universities must conform to the rules and belief systems in the host countries. Adopting a case study approach, this research aims to investigate the different institutional influences on three Chinese international branch campuses (IBCs) that operate in South East Asia. The institutional factors behind the strategies taken in establishing and operating such branch campuses are discussed, as well as the different legitimacy building strategies adopted to counteract the liability of foreignness in the host countries. It was found that legitimacy is established through three modes: legitimacy conformity, selective legitimacy conformity/nonconformity, and legitimacy creation, which are adopted according to the IBC’s dependence on local resources and the strength of the institutional forces in the host country.

scholarly journals Calculating Coloniality in Higher Education

2021 ◽  
Vol 3 (1) ◽  
pp. 2
Author(s):  
Laura Czerniewicz
Keyword(s):  
Higher Education ◽  
Natural Resources ◽  
Business Models ◽  
World View ◽  
Belief Systems ◽  
Human Beings ◽  
Market Expansion ◽  
Future State ◽  
Educational Relationships

This keynote explores the idea that coloniality describes the emergent and future state of higher education.  Coloniality refers to the ongoing systems, practices and patterns of power that echo and repeat colonial forms of engagement, in which we are all participants. Through dominant digitally-mediated extractive business models, these practices are becoming the default terms of social and educational relationships and are being internalised, normal and lived. The talk will consider the key ongoing colonial characteristics which echo historically, and which are being re-enacted and reinscribed in the present. The characteristics which will be elaborated on are : 1) central goals of profit making and market expansion, enabled by technology 2) the exploitation of natural resources and of human beings 3) the promise of improvement and progress through shared belief systems 4) premised on, amplifying and engendering inequality 5) Assimilation as a central strategy of buy-in and 6) a homogenised culture and filtered world view.   To conclude, there will be some thoughts on responding to this state of coloniality given that it is the dominant reality for scholars, educators and students in higher education, even more deeply entrenched due to the pandemic. References https://czernie.weebly.com   

scholarly journals Evaluación de ideas irracionales en los postulantes de diversas carreras que oferta la Universidad Estatal Península de Santa Elena en el segundo semestre del periodo 2013 – 2014

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Rocío Ponce
Keyword(s):  
Higher Education ◽  
Psychological Intervention ◽  
Belief Systems ◽  
Petroleum Engineering ◽  
Acceptance Test ◽  
Educación Superior ◽  
Educacion Superior ◽  
The Social ◽  
Ways Of Thinking ◽  
Santa Elena

La presente investigación realizada en la Universidad Península de Santa Elena evalúa los sistemas de creencias que se vienen incrementando en las carreras sociales y tecnológicas en las que el sentido de valores es importante e indispensable, los postulantes de las ocho carreras ofertadas tales como Contadores Públicos, Enfermería, Turismo, Informática, Ingeniería civil, ingeniería en petróleos, Administración y Biología Marina mantienen sistemas de creencias puede incidir en el rendimiento escolar y en las expectativas con las que ingresan al sistema de educación superior. Se evalúan diez áreas de la prueba TCI  Test de Ideas Irracionales Versión corregida y abreviada como son la Necesidad de aceptación, la presencia de auto expectativas, culpabilización, intolerancia a la frustración, niveles de preocupación y ansiedad, irresponsabilidad emocional, evitación de problemas, dependencia, indefensión y perfeccionismo. Este es un primer ensayo de sondeo sobre sistema de creencias basado en otros estudios de nivel superior y de poblaciones similares en que los resultados muestran índices parecidos de sistemas de creencias entre los estudiantes de las carreras en mención y luego se realiza un estudio comparativo con una población de la Carrera de Psicología que está por egresar. El análisis estadístico de los datos demostraría las áreas en las que desde el  departamento de Bienestar Estudiantil  convendría trabajar para cambiar ciertos esquemas de pensamiento que no permiten el normal desarrollo de actividades académicas. Se hace además un análisis por ítems de los porcentajes de irracionalidad en las áreas. Con la finalidad de conocer nuestra población estudiantil y poder preveer un mejor desempeño en su paso así como su permanencia por esta institución de educación superior. Se evaluó sin distinción a toda la población que ha sido convocada porque de esa manera se puede verificar con mayor exactitud los datos en mención. Se propone en base de esos datos iniciar un programa de intervención psicológica que permita afianzar de manera integral los cambios de sistemas de creencias y fomentar valores que vayan acordes con los cambios tecnológicos del área social así como rescatar principios y formas de pensamiento propios de la región y que vayan en función del buen vivir. La proyección que tengan sobre las escuelas y facultades deberá estar en relación con los perfiles profesionales de cada área de estudio.AbstractThis research conducted at the Santa Elena Peninsula University evaluates the belief systems that have been increasing in the social and technological careers in the sense of values is important and essential, applicants offered eight careers such as Accountants, nursing, Tourism, IT, civil engineering, petroleum engineering, Administration and Marine Biology held belief systems can affect school performance and expectations with entering the higher education system. Ten areas of the TCI Test Irrational ideas are revised and abbreviated version Need for acceptance test, the presence of self expectations, guilt, frustration intolerance, levels of worry and anxiety, emotional irresponsibility, problem avoidance, dependence are evaluated , helplessness and perfectionism. This is a first test survey on belief system based on other higher studies in similar populations and the results show similar levels of belief systems among students majoring in question and then a comparative study with a population of the School of Psychology that is graduating. Statistical analysis of the data would show the areas where from the Student Welfare Department should work to change certain ways of thinking that do not allow the normal development of academic activities. An analysis of the percentages for items of irrationality in the areas further ago. In order to meet our student population and to anticipate better performance in their step and their permanence in the institution of higher education. Were evaluated without regard to the whole population has been called because that way you can check more accurately the data in question. Is proposed on the basis of these data to initiate a program of psychological intervention to strengthen comprehensively changes belief systems and values that will promote technological change in line with the social area and rescue principles and ways of thinking from the region and to be based on good living. The projection having on schools and colleges should be related to the professional profiles of each study area. 

scholarly journals “A Question of Integrity”: Academic Values Torn Between Organizational Affiliation, National Competitiveness and the Global Academic Community

2021 ◽  
pp. 139-143
Author(s):  
Michael Hölscher
Keyword(s):  
Higher Education ◽  
Belief Systems ◽  
Academic Community ◽  
Educational Policies ◽  
Academic Values ◽  
National Competitiveness ◽  
The Individual ◽  
Economic Considerations ◽  
Societal Views ◽  
Organizational Affiliation

AbstractValues of higher education, as supported by the IAU, are grounded in the belief-systems and behaviour of the individual researchers/teachers and the academic community more generally. Although these values are influenced from the outside by educational policies and economic considerations, and although they also encompass societal views on science (e.g. trust in science), it is academia itself that has to uphold, and sometimes defend, the inner principles of higher education.

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