Emerging Trends in Higher Education During Pandemic Covid-19: An Impact Study from West Bengal

2021 ◽  
pp. 129-161
Author(s):  
K. Mourlin
Keyword(s):  
Higher Education ◽  
West Bengal ◽  
Impact Study ◽  
Emerging Trends

scholarly journals Shaping proactive higher education: Pandemic research and its value for future-proofing

2021 ◽  
Vol 9 (1) ◽  
pp. 201-206
Author(s):  
Anca Greere
Keyword(s):  
Higher Education ◽  
Special Section ◽  
New Normal ◽  
Roles And Responsibilities ◽  
Emerging Trends ◽  
The Future ◽  
The Way

This editorial to the Special Section on COVID-19 emphasises the importance of researching pandemic realities and the value that the findings can bring to the way we shape decisions in the future, for the ‘new normal’. The pandemic, with its rapidly changing timeline, required swift action in untrialled circumstances and its consequences have been experienced differently by diverse institutions and across national contexts. Depending on the roles and responsibilities we may have taken on during this time, our capabilities to document our experiences and emerging trends have varied.

K. Patricia Cross's Chain-of-Response (COR) Model for Widening Participation at Higher Levels of Lifelong Learning in a World of Massification

2014 ◽  
pp. 246-261
Author(s):  
Jo Ann M. Bamdas
Keyword(s):  
Higher Education ◽  
20Th Century ◽  
Historical Analysis ◽  
Widening Participation ◽  
Deficit Model ◽  
Early 21St Century ◽  
Emerging Trends ◽  
Decision Making Processes ◽  
Positive Perspective ◽  
Learning Institutions

Adult and community education theorists and practitioners in the 20th century focused on reasons people sought degrees beyond high school. As time went on, a greater need became apparent for a more educated populace. This need then drove the focus from only undergraduate education to higher education and expanded into graduate education. Participation quickly became a major topic for these leaders. Over 30 years ago, K. Patricia Cross (1981) created the Chain-of-Response (COR) model to better understand the decision-making processes of participation in higher learning institutions. These 20th century studies were largely from a deficit-model perspective rather than the positive perspective that has emerged in early 21st century research. A historical analysis of the COR research points to future and emerging trends showing COR value beyond U.S. borders for deeper understanding of widening participation, massification, and diversity in higher education. This is explored in this chapter.

Toward an Open Empowered Learning Model of Pedagogy in Higher Education

2016 ◽  
pp. 205-222 ◽  
Author(s):  
Robyn Smyth ◽  
Carina Bossu ◽  
Adrian Stagg
Keyword(s):  
Higher Education ◽  
Curriculum Design ◽  
Online Courses ◽  
Learning Model ◽  
Open Educational Resources ◽  
Educational Institutions ◽  
Traditional Values ◽  
Emerging Trends ◽  
Open Educational Practices ◽  
Opening Up

This chapter will explore some of the emerging trends in higher education worldwide brought by opening up education, including open educational resources (OER), open educational practices (OEP) and massive open online courses (MOOCs). These trends are transforming and challenging the traditional values and structures of universities, including curriculum design, pedagogies, and approaches to recognise and accredit learning assisted by OEP. We will also reflect on ways in which OEP, open ecosystems and the recognition of open learning experiences can further support learners, educators and educational institutions. In doing so, we will revise and re-work a learner centred model (Smyth, 2011) to incorporate some of the current transformation brought by openness. The revised model, called Open Empowered Learning Model, will prompt discussion on alternative ways in which learners, educators and educational institutions could take full advantage of these new trends.

scholarly journals Perception and Willingness towards Eye Donation in an urban community of West Bengal

2020 ◽  
Vol 12 (2) ◽  
pp. 290-297
Author(s):  
Shibaji Gupta ◽  
Seshadri Kole ◽  
Saikat Bhattacharya ◽  
Debjani Guchhait
Keyword(s):  
Higher Education ◽  
Mass Communication ◽  
West Bengal ◽  
Urban Community ◽  
Cross Sectional Study ◽  
Cross Sectional ◽  
Economic Class ◽  
Medical College ◽  
Corneal Blindness ◽  
Eye Donation

Introduction: Corneal blindness, though treatable, contributes largely to the burden of blindness. With 1.2 million existing cases of corneal blindness in India, the demand for cornea collection is increasing. 69349 corneas were collected in 2018-19 but it is much less than what is needed. Faulty perceptions and unwillingness are two major hurdles against a scenario favourable towards eye donation. The objectives of the study was to assess the perception and willingness towards eye donation and the socio-demographic variables that affect such perception and willingness, in an urban community of West Bengal. Materials and methods: In this cross-sectional study conducted among adult residents of the urban field practice area of Medical College Kolkata, data was collected from randomly selected eligible members, one each from all the available families by interviewing them using a validated pre tested schedule. Results: Eighty nine (52.3%) among 170 interviewed participants had Secondary level education or higher, 49.4% had outdoor engagement. 128 participants reported ocular morbidity in the family but only 126 had heard about eye donation. 98 (77.8%) of these 126, had favourable perception towards eye donation. Among these 98 participants, 40 were willing to pledge for eye donation. Higher education and outdoor engagement significantly predicted favourable perception, while willingness significantly increased with participants belonging to higher socio-economic class and with higher education. Conclusions: Compared to favourable perception, willingness of pledging eyes was lesser due to various false notions. Proper education through usage of means of mass communication and stress upon school education is needed to address these hurdles.

Challenges for Instilling Entrepreneurial Mindset in Scientists and Engineers: What Works in European Universities?

2016 ◽  
Vol 13 (05) ◽  
pp. 1640012 ◽  
Author(s):  
Giustina Secundo ◽  
Valentina Ndou ◽  
Pasquale Del Vecchio
Keyword(s):  
Higher Education ◽  
Case Analysis ◽  
Theory And Practice ◽  
Science And Engineering ◽  
Higher Education Systems ◽  
European Universities ◽  
What Works ◽  
Emerging Trends ◽  
Scientists And Engineers ◽  
Cross Case Analysis

The development of entrepreneurial mindsets in graduated students with science and engineering backgrounds represents an emerging priority for the higher education systems. However, this dimension is still in infancy, especially in Europe. Aimed to contribute at this debate, the study provides evidences on how European universities are approaching this goal. Based on a cross-case analysis of 22 post-graduated programs, the study explores the emerging trends and the “invariance” traits adopted to develop high qualified human capital with an entrepreneurial mindset. Implications for theory and practice include the most pressing challenges for universities involved in their transitions towards an entrepreneurial configuration.

scholarly journals Student Satisfaction Survey: A Key for Quality Improvement in the Higher Education Institution

2021 ◽  
Author(s):  
Anita Kanwar
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Postgraduate Students ◽  
Satisfaction Index ◽  
Innovative Method ◽  
Emerging Trends ◽  
Day By Day

Abstract In India there are many higher education institutions and with growing population the number is incrementing day by day. Before taking admission in an institution student analyse the facilities and standard of the institution from the website and by taking peer opinions. Student contentment and feedback is gaining larger importance with mushrooming higher education institutions in India. This paper illustrates a method to analyse student feedback obtained from undergraduate and postgraduate students to assess the Student Satisfaction Index. The feedback is taken on overall infrastructure facilities, academic environment, services offered by the college, additional activities for overall development, quality of experiences and outcomes. This paper gives detailed information about the methodology, calculation and outcome of the exercise utilizing Likert scale analysis. With the recent emerging trends, this innovative method offers flexibility to integrate more parameters, group certain parameters to get feedback on a particular issue and transmute the type of questions with changing environment and structure. The analysis is done using a statistical method. The sample result directly highlights the importance and flexibility of method to evaluate overall satisfaction, satisfaction cognate to a single parameter and satisfaction for questions grouped together underlining some paramount aspects of higher education.

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