‘In what orbit we shall find ourselves, no one could predict’: institutional reform, the university merger and ecclesiastical influence on Irish higher education in the 1960s

2017 ◽  
Vol 41 (159) ◽  
pp. 77-96 ◽  
Author(s):  
Ann Nolan ◽  
John Walsh
Keyword(s):  
Higher Education ◽  
Policy Change ◽  
Institutional Reform ◽  
Policy Formulation ◽  
Political Agenda ◽  
Policy Makers ◽  
Policy Initiatives ◽  
The 1960S ◽  
The University ◽  
Insight Into

AbstractThis paper explores the persistence of ecclesiastical influence on higher education in Ireland during an era of far-reaching policy change in the 1960s. The extensive interaction between political and official elites and the Catholic bishops offers a fascinating insight into the complex and contested process of policy formulation during an era of transformation in higher education. This study offers a re-interpretation of Whyte’s thesis that the Irish bishops displayed a ‘new flexibility’ in their response to governmental policy initiatives during this period, especially the initiative for university merger launched by Donogh O’Malley in 1967. Catholic prelates, notably John Charles McQuaid, the influential archbishop of Dublin, were pursuing a traditional Catholic religious and socio-political agenda in higher education, which sought not so much to accommodate new official initiatives as to shape such reforms in the ideological direction favoured by the bishops. McQuaid in particular enjoyed exceptional access to policy-makers and was an indispensable partner in launching the initiative for the university merger. The eventual failure of the merger, which was influenced by the successful resistance of academic elites and the declining significance of religious divisions in higher education, underlined the limits of ecclesiastical power in a rapidly changing society.

Service Learning: The Peace Corps, American Higher Education, and the Limits of Modernist Ideas of Development and Citizenship

2018 ◽  
Vol 58 (4) ◽  
pp. 475-505
Author(s):  
David S. Busch
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Citizenship Education ◽  
Peace Corps ◽  
Pedagogical Practices ◽  
American Higher Education ◽  
History Of ◽  
The 1960S ◽  
Work Abroad ◽  
The University

In the early 1960s, Peace Corps staff turned to American colleges and universities to prepare young Americans for volunteer service abroad. In doing so, the agency applied the university's modernist conceptions of citizenship education to volunteer training. The training staff and volunteers quickly discovered, however, that prevailing methods of education in the university were ineffective for community-development work abroad. As a result, the agency evolved its own pedagogical practices and helped shape early ideas of service learning in American higher education. The Peace Corps staff and supporters nonetheless maintained the assumptions of development and modernist citizenship, setting limits on the broader visions of education emerging out of international volunteerism in the 1960s. The history of the Peace Corps training in the 1960s and the agency's efforts to rethink training approaches offer a window onto the underlying tensions of citizenship education in the modern university.

scholarly journals University 4.0 within the context of the sustainable development of higher education

2021 ◽  
Vol 250 ◽  
pp. 04002
Author(s):  
Larisa Gorina ◽  
Ekaterina Polyakova
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Workforce Development ◽  
Higher Education Research ◽  
Institutions Of Higher Education ◽  
Policy Makers ◽  
The Sustainable Development ◽  
Technology Industry ◽  
The University ◽  
Support Research

The process of development of universities from the places where medieval elites met to conduct alliances and partnerships to the modern biotechnological and digital institutions of higher education, research and business took several centuries and went through four main stages. This paper describes the role and the place of the University 4.0 within the context of the sustainable development of higher education in the 21st century. We show that University 4.0 is designed to promote the technology industry through partnerships that support research, marketing, workforce development, as well as entrepreneurship. In keeping with the cooperative nature efforts directed and driven by the policy-makers and relevant stakeholders need to be dedicated to promoting modern universities as hub for the development of intelligent, connected technologies and services that would lead to the sustainable development of higher education that would reflect the challenges of our time.

Japan’s Central Asia Policy Revisited: National Identity, Interests, and Foreign Policy Discourses

2019 ◽  
Vol 47 (5) ◽  
pp. 853-867
Author(s):  
Sabina Insebayeva
Keyword(s):  
Foreign Policy ◽  
Central Asia ◽  
Policy Formulation ◽  
Policy Discourse ◽  
Asian Countries ◽  
Policy Makers ◽  
Policy Initiatives ◽  
Policy Choices ◽  
Central Asian ◽  
Central Asian Countries

AbstractThis article focuses on the nature of Japan’s foreign policy formulation and legitimization through a study of its interaction with Central Asian countries. The article examines foreign policy discourse that constructs Japan’s “self” vis-à-vis Central Asian “other.” It reveals the textual mechanism through which reality, objects, and subjects are constructed, and it interprets the official statements contained in several foreign policy initiatives, in particular, the “Eurasian (Silk Road) Diplomacy,” the “Central Asia plus Japan,” and the “Arc of Freedom and Prosperity,” as an attempt to understand the intersubjective knowledge and analytical lens through which Japanese foreign policy makers conceive and interpret the constructed “reality,” produce foreign policy choices, and choose among identified alternatives.

scholarly journals The Politics of Knowledge in 1960s America

2012 ◽  
Vol 36 (4) ◽  
pp. 551-581 ◽  
Author(s):  
Andrew Jewett
Keyword(s):  
Higher Education ◽  
Political Commitment ◽  
Traditional Conception ◽  
Politics Of Knowledge ◽  
Public Purpose ◽  
Educational Philosophies ◽  
Moral Debate ◽  
The 1960S ◽  
The University

This article offers a broad sketch of claims regarding the university’s public purpose in the 1960s while noting that a vision of the university as an autonomous forum for moral debate cut across the seemingly insurmountable divide between young radicals and their liberal elders. Read through the lens of educational philosophies, the era's clashes did not simply pit liberal advocates of political neutrality against radical exponents of political commitment. Rather, many radical activists—and some liberals— believed that the university should cut off many of its ties to the wider society to gain a more critical purchase on it. Indeed, critics of Clark Kerr's bureaucratic “multiversity” often hewed to a surprisingly traditional conception of higher education.

FEUP peer mentoring: Promoting integration through support and experience sharing

2021 ◽  
pp. 030641902110259
Author(s):  
IM Ribeiro ◽  
TP Duarte ◽  
MMSM Bastos ◽  
AA Sousa ◽  
LFA Martins
Keyword(s):  
Higher Education ◽  
Peer Mentoring ◽  
First Year ◽  
First Year Students ◽  
Integration Program ◽  
Social And Academic Integration ◽  
Degree Of Satisfaction ◽  
New Type ◽  
The University ◽  
Insight Into

Admission to higher education is a milestone in the lives of young people. This can be accompanied by several changes in the student’s life such as a new place of residence, a new group of friends, and a new type of education. This entry into higher education can provide a new series of experiences, challenges, and newfound independence. However, it might also expose problems and difficulties, possibly hampering the student's personal and academic development. In order to ease the integration into higher education, the Faculty of Engineering of the University of Porto (FEUP) has developed a Peer Mentoring Programme promoted by students already attending different FEUP courses (mentors) which intends to support the first-year students (mentees) in this phase of their life, coordinated by some teachers from each course. This social and academic integration program is supported by 4 core ideas: Integration, Support, Experience, and Sharing. This work provides insight into the way in which this program is organized at FEUP, highlighting the students’ participation (mentees and mentors), the main contributions that each of them values, their degree of satisfaction and involvement, activities that were developed, and some testimonies.

scholarly journals Knowledge Production and Contradictory Functions in African Higher Education

2015 ◽  
Author(s):  
Nico Cloete ◽  
Peter Maassen ◽  
Tracy Y. Bailey
Keyword(s):  
Higher Education ◽  
Professor Emeritus ◽  
Information Economy ◽  
African Countries ◽  
Policy Makers ◽  
African Higher Education ◽  
To Come ◽  
Manuel Castells ◽  
The University

"This volume brings together excellent scholarship and innovative policy discussion to demonstrate the essential role of higher education in the development of Africa and of the world at large. Based on deep knowledge of the university system in several African countries, this book will reshape the debate on development in the global information economy for years to come. It should be mandatory reading for academics, policy-makers and concerned citizens, in Africa and elsewhere." - Manuel Castells, Professor Emeritus, University of California at Berkeley

scholarly journals Strategic Management Roadmap: Formulation, Implementation, and Evaluation to Develop Islamic Higher Education Institution

2020 ◽  
Vol 5 (2) ◽  
pp. 335-347
Author(s):  
Junaidah Junaidah ◽  
Syarifudin Basyar ◽  
Agus Pahrudin ◽  
Ahmad Fauzan
Keyword(s):  
Higher Education ◽  
Strategic Management ◽  
Dynamic Environment ◽  
Education Institution ◽  
Management Systems ◽  
Financial Independence ◽  
Policy Makers ◽  
Environmentally Sound ◽  
The University

This study aimed to formulate a model for the development, implementation, and evaluation of strategic management systems in Islamic higher education institutions to achieve the goals they have set in a competitive and dynamic environment. The researchers conducted this study at Universitas Islam Negeri (UIN) Raden Intan Lampung for nine months, from January to September 2020. This study employed the qualitative paradigm of phenomenology. The strategy to realize excellence is known as the university strategies. The strategies consist of ten aspects: 1) increasing the quality of inputs, 2) increasing superior learning processes and outcomes based on the competency and expertise areas, 3) increasing research and research-based service by emphasizing the significance of the results, 4) improving the quality of human resources, 5) improving students’ achievement academically and non-academically, 6) increasing financial independence, environmentally sound assets, land, and infrastructure, 7) increasing accreditation rankings, 8) mainstreaming information technology as the backbone of credible, accountable, transparent, responsible and just governance, 9) improving cooperation, and 10) improving collaboration with other institutions and universities. This research can be a reference for universities' policy-makers in revising the universities' management.

scholarly journals Constructing Standards in Communities

2019 ◽  
pp. 245-269 ◽  
Author(s):  
Elsa Huertas-Barros ◽  
Juliet Vine
Keyword(s):  
Higher Education ◽  
Assessment Literacy ◽  
Assessment Instruments ◽  
Assessment Practices ◽  
Assessment Practice ◽  
Translation Process ◽  
Translation Pedagogy ◽  
The University ◽  
Insight Into

Assessment practices on translation programs provide a valuable lens through which to view current understandings about the nature of translation pedagogy. In the context of competence-based training, the last decade has seen the proliferation of assessment instruments aimed at enhancing students' learning by prioritising competence development and the translation process. Using the University of Westminster as a case study, the authors have sought to provide a clearer insight into the current understandings of translation and assessment practices on the MA Translation courses in the light of the current debates in translation pedagogy. The authors undertook a two-pronged approach by surveying not only the tutors, but also the students. This chapter will present and analyse the findings of the two surveys on assessment practices using the framework of the six tenets of good assessment practice set out by the Higher Education Academy (HEA) and, in particular, assess to what extent assessment literacy has been developed.

scholarly journals Understanding Universities in Ontario, Canada: An Industry Analysis Using Porter’s Five Forces Framework

2011 ◽  
Vol 41 (3) ◽  
pp. 58 ◽  
Author(s):  
James Pringle ◽  
Jeroen Huisman
Keyword(s):  
Higher Education ◽  
Policy Makers ◽  
Competitive Position ◽  
Higher Education System ◽  
Education Industry ◽  
Buyer Power ◽  
Impact Of Technology ◽  
Higher Education Industry ◽  
The University ◽  
The Impact

In analyses of higher education systems, many models and frameworks are based on governance, steering, or coordination models. Although much can be gained by such analyses, we argue that the language used in the present-day policy documents (knowledge economy, competitive position, etc.) calls for an analysis of higher education as an industry. In this paper, the university sector in Ontario’s higher education industry is analyzed by applying Michael Porter’s five forces framework defined by the following forces: the threat of new entrants, supplier power, buyer power, the threat of substitutes, and industry rivalry. Our assessment revealed that competition in Ontario’s higher education industry (university sector) is currently mixed. The findings suggest that policy-makers, the sector, and individual institutions will need to consider more seriously the impact of technology and globalization when seeking a competitive position for the Ontarian higher education system.  

scholarly journals Modeling the Factors that Influence Employee Attitude and Service Delivery Behavior among Higher Education Professionals

2016 ◽  
Vol 8 (5(J)) ◽  
pp. 146-158
Author(s):  
Omoruyi O. ◽  
Chinomona E
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
South Africa ◽  
Service Delivery ◽  
Policy Makers ◽  
University Policy ◽  
Education Professionals ◽  
Higher Education Professionals ◽  
Employee Attitude ◽  
The University

Good and well calculated service delivery is very essential for the smooth running of institutions and for life long learning of students. Looking at factors that lead to employee attitude and service delivery bevaviour helps the higher education professionals to build a strong positive relationships with peers, students, staff and university leaders. This paper will look at remuneration, professional development and Information Communication Technology (ICT) efficiency as factors that contribute to positive employee attitude and good service delivery behaviour. Efforts by higher education institutions to improve the quality and standards of education professionals have progressed through the use of various forms of student feedback and methods of evaluation in an attempt to understand what matters to students’ and educational professionals regarding their educational experience. Structured questionnaires were distributed to university professionals, which include all university staff like Deans of faculties, Heads of departments and lecturers at one University of Technology (UoT). A quantitative method using Smart PLS was employed to test the relationships among the four hypotheses. The positive relationship between the four proposed hypotheses validatesthat remuneration; professional Development and ICT efficiencyare instrumental strategy to stimulating employee attitude and service delivery behavior of employees.Practically, the study build on a new direction towards research based on consumer behaviour by opening up a discussion on the importance of marketing practices in the development and improvement of service delivery behaviours in one UoTs in South Africa. Based on the findings, recommendations will be made to both the university policy makers and the university professionals for efficacy reasons. The proposed study is expected to have practical and theoretical implications to policy makers for the university and university professionals. In addition, it will provide added insights and added new knowledge to the existing body of literature hitherto not studied extensively in South Africa and UoT in particular.

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