Looking forward looking black: making the case for a radical rethink of strategies for success in Indigenous higher education

2020 ◽  
Vol 49 (2) ◽  
pp. 153-162 ◽  
Author(s):  
Chelsea Bond ◽  
Mark Brough ◽  
Bryan Mukandi ◽  
Shannon Springer ◽  
Deborah Askew ◽  
...  
Keyword(s):  
Higher Education ◽  
Indigenous Peoples ◽  
Health Professionals ◽  
Health Program ◽  
Indigenous Health ◽  
Educational Experiences ◽  
Educational Success ◽  
Staff Members ◽  
Strategies For Success ◽  
The University

AbstractThis study takes a retrospective look at the educational experiences of Indigenous health professionals who graduated from The University of Queensland's Indigenous Health Program between 1994 and 2005, to understand the enablers for growing an Indigenous health workforce capable of advancing the health of Indigenous peoples. Drawing on the qualitative accounts of 31 students and 9 staff members, this paper examines the enablers to educational success at this time, juxtaposed against current Indigenising agendas in higher education, of aspiration and capacity building alongside the task of embedding Indigenous knowledges within curricula. We look back not as a call to return to Indigenous-specific cohort courses but rather reconsider both the measures of and strategies for success in Indigenous higher education, within health and beyond, interrogating the ideological assumptions that inform them.

scholarly journals Evaluating the performance of teaching staff members, a step towards teaching performance development of higher education in Sebha University

2021 ◽  
Vol 20 (3) ◽  
pp. 21-26
Author(s):  
Zamzam Amhimmid Mare
Keyword(s):  
Higher Education ◽  
Faculty Members ◽  
University Teaching ◽  
Analytic Description ◽  
Teaching Staff ◽  
Teaching Performance ◽  
Staff Members ◽  
Performance Development ◽  
The University

This study aims to show the importance of evaluating the teaching performance level of the University teaching members. It also aims to provide the suggested mechanisms for evaluating the teaching performance of the teaching staff members of Sebha University. This study was based mainly on documents and analytic description to collect information about the importance and ways of evaluating teachers with reference to some of the international experiences on teaching performance development. This study concluded that the absence of an experienced entity that would develop the teaching performance of faculty members is one of the main reasons for the weak teaching performance at Sebha University. Based on the results of the study, it is recommended that there should be a planned system based on measured standards and criteria for evaluating staff members to improve the quality of teaching in the higher education domain. 

scholarly journals The necessary requirements needed for employing e. learning in the (teaching staff) in the faculty member of education, from the point of view of the teaching staff in sudan university

2019 ◽  
Vol 3 (21) ◽  
Author(s):  
Hatem Abdel Maged El-Sadek , Rehab Bashir Hassan Al-Awad
Keyword(s):  
Higher Education ◽  
Faculty Member ◽  
Point Of View ◽  
Teaching Staff ◽  
University Faculty ◽  
Educational Design ◽  
Staff Members ◽  
E Learning ◽  
The University ◽  
Descriptive Method

The study aimed to identify the necessary requirements needed for employing e. learning in the (teaching staff) in the faculty memberof education, from the point of view of the teaching staff. In this study the researcher employed the analytical descriptive method and the size of the sample in which the study was applied was (127) individualsof the teaching staff with a degree of Assistant Professorand above The researcher has employed questionnaire technique as a study tool. The most important findings of the study are: The study has come to the fact that the majority of the researchers managed to answer the study areas which are summarized in (the requirements needed for employing e. learning by the teaching staff، which was specified by this study، these requirements are vitally important from the point of view of the teaching staff. The most important requirements for the use of e-learning in the university faculty member. It consists in possessing the competencies of preparing courses electronically, which means designing the content or electronic curriculum in accordance with the principles of educational design. The most important recommendations of the study are: Providing all the requirements needed to put e. learning into practice (for the teaching staff members) which was determine by the study to employ e. learning in the institutions of the higher education in Sudan.  

scholarly journals University of Wollongong in Dubai: creating a private university in the public interest

2011 ◽  
Vol 1 (4) ◽  
pp. 1-13 ◽  
Author(s):  
Rob Whelan ◽  
Daniel Kratochvil
Keyword(s):  
Higher Education ◽  
Public Interest ◽  
Academic Staff ◽  
Private University ◽  
Subject Area ◽  
Content Type ◽  
The Public ◽  
Staff Members ◽  
Complex Organization ◽  
The University

TitleUniversity of Wollongong in Dubai: creating a private university in the public interest.Subject areaHigher education leadership and planning.Study level/applicabilityPostgraduate/higher education.Case overviewProfessor Rob Whelan was appointed President of the University of Wollongong in Dubai (UOWD) from the University of Wollongong in Australia (UOW). Professor Whelan brought to the job in Dubai the perspective that public‐good benefits flow from a comprehensive institution engaged with the larger community and these are led by academic staff members who produce research that serves the national interest. To apply this model to UOWD meant a thorough analysis of the organization in terms of both its culture and its broader environment. This case explores the various processes through which a new leader takes stock of an existing institution, identifies the potential for development in a particular direction, draws upon a range of stakeholders to refine the vision and develop it into a strategic plan, gains support for the plan, and then implements change through close collaboration with the institution's constituents.Expected learning outcomesThis case can be used to explore a number of issues in leadership and management including: identifying the various internal and external stakeholders in a complex organization; analysing strategies for mobilization for change, including the assessment of inclusive versus exclusive approaches; reviewing the opportunity costs of change; and assessing types of leadership.Supplementary materialsTeaching notes.

scholarly journals An Urban Cree Finding Place at xʷc̓ic̓əsəm

2020 ◽  
Vol 11 (1) ◽  
pp. 48-54
Author(s):  
Hailey Bird Matheson
Keyword(s):  
Social Work ◽  
Professional Identity ◽  
Indigenous Peoples ◽  
Health Research ◽  
Indigenous Health ◽  
Personal Journey ◽  
Indigenous Plant ◽  
Research And Education ◽  
The University ◽  
Work Student

This article explores my personal journey as an urban Cree and social work student at the University ofBritish Columbia (UBC). From this positionality, I reflect on what it means to Indigenize social work byprivileging personal and professional identity, including ceremony and spirituality, as integral to the wayswe interact with others, particularly between Indigenous Peoples. I offer my own journey connecting tomy identity as an urban Cree person through working with Indigenous plant medicines. In particular, Iwill highlight my experiences at xʷc̓ic̓əsəm—a garden on the stolen and ancestral territories of the xʷməθkwəy̓əm [Musqueam] people. Also known as the Indigenous Health Research and Education Garden at the UBC Farm, xʷc̓ic̓əsəm means “the place where we grow” in hən̓q̓əmin̓əm̓. xʷc̓ic̓əsəm embodies a spacewhere Indigenous Peoples can connect with both human and plant relatives to share stories, engage withtraditional medicines, and heal in a space by us and for us.

INVESTING IN YOUNG ACADEMIC STAFF AT AN HEI: A PARTICIPANT’S EXPERIENCES OF THE UNISA RESEARCH DEVELOPMENT PROGRAMME

2016 ◽  
Vol 12 (2) ◽  
pp. 90-98
Author(s):  
Thulile Pearl Shandu
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Career Development ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Development Programme ◽  
Research Development ◽  
Staff Members ◽  
The University

This article is based on the views and experiences of one participant who was part of the Young Academics Programme (YAP) for staff members at the University of South Africa (Unisa) in 2011. In the article, the author presents the scope of the programme, including its contents; her experiences of the programme; as well as the contributions of the programme to personal and career development. While previous research on YAP is acknowledged, the thrust of the article is on one participant’s experiences and how the programme contributed specifically to the particular participant’s development, especially in research. The article, therefore, highlights and validates some of the previous findings on YAP, while presenting new insights based on the 2011 YAP group. At the end of the article, recommendations are presented with reference to the programme, Unisa as an institution as well as other higher education institutions (HEIs).

The University in Transition

2012 ◽  
pp. 93-111
Author(s):  
Laurie Craig Phipps ◽  
Alyssa Wise ◽  
Cheryl Amundsen
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
New Technologies ◽  
Educational Experiences ◽  
Social Connectivity ◽  
Learning Practices ◽  
Educational Paradigm ◽  
The University ◽  
Constructivist Approaches

Discussion of changing notions of faculty expertise and the role of technology within the educational enterprise is nothing new. However, the current demand for change in teaching and learning practices is particularly strong, in part due to the pressures arising from emerging technologies and the shifting nature of faculty expertise. Web 2.0 technologies enable social connectivity, academic interactivity, and content co-creation. Thus, they change the ways of interacting with information and can support collaborative and constructivist approaches in higher education. This both inspires and requires a corresponding expansion in faculty’s role: from imparter of knowledge to orchestrator of learning experiences. Within the general metaphor of orchestration, other specific roles and functions will also be required; for example, scripting, translating, introducing, and co-exploring. As educators attempt to reimagine an educational paradigm in this context, the integration of new technologies must be grounded in how they can support educational experiences and outcomes that are focused on learning.

scholarly journals A permanência e a conclusão no ensino superior: O que dizem os Índios da Universidade Estadual do Centro Oeste do Paraná (UNICENTRO) – Brasil

2017 ◽  
Vol 25 ◽  
pp. 6
Author(s):  
Juliane Sachser Angnes ◽  
Maria de Fátima Quintal de Freitas ◽  
Marcel Luciano Klozovski ◽  
Zoraide Da Fonseca Costa ◽  
Carla Marlana Rocha
Keyword(s):  
Higher Education ◽  
Indigenous Peoples ◽  
Exclusion Process ◽  
Entrance Examination ◽  
Indigenous Students ◽  
Supplemental Program ◽  
Psychosocial Effect ◽  
Access To Knowledge ◽  
The University ◽  
False Idea

This article aims to understand the perspective of indigenous students, about staying and completing their studies at Universidade Estadual do Centro-Oeste do Paraná [UNICENTRO] - Brazil, considering the experience of the Special Entrance Examination for Indigenous Peoples in this state. This is a qualitative research, accomplished from 2002 to 2010, in order to listen to the Indians voices (and silence), and their difficulties to complete higher education. The results showed that, this process regarded as an “inclusion of Indians at the university” –a secular and privileged space– is restricted to access. That is, the psychosocial effect generated by the false idea that a supplemental program of vacancies is distorting, as it creates a false notion that society is becoming more equal and just, when in fact what happens, is an increase in the degree of resignation and acceptance towards diversity and subtle forms of injustice and exploitation. The results refer to strategies for entering higher education of discriminated social and ethnic-racial segments are a way to minimize the exclusion process that Brazil has faced since the discovery. However, it is assumed that such affirmative actions must be complemented with educational actions that strengthen access to knowledge. The perspective of Affirmative Actions in higher education should not only increase the access of blacks, indigenous people and public school graduates, but also, their permanence and integration. In addition, the results remind about the Indian, to enter /to stay /to complete a university. That has as central characteristics to be monolingual, hierarchical, Eurocentric or North American-centric; it is not a simple process, because the contradictions exist among the intercultural intentions of a logic marked by exclusion, competition and selection, and the perspective of a public and democratic university, which has not yet become intercultural. However, the specific Entrance Examination allowed reflections on what changes are possible, with the insertion and promotion of new processes and protagonism of students and indigenous leaderships.

scholarly journals Exploring college food insecurity : a qualitative case study of the perspectives of the University of Central Missouri food pantry clientele

2020 ◽  
Author(s):  
◽  
Michael Verderaime
Keyword(s):  
Higher Education ◽  
College Students ◽  
Cross Section ◽  
Culturally Responsive ◽  
Qualitative Case Study ◽  
Educational Experiences ◽  
Sustainable Change ◽  
Food Pantry ◽  
The University

Insufficient resources undermine postsecondary educational experiences and delay credit attainment for many college students (Goldrick-Rab, Baker-Smith, Coca, Looker, and Williams, 2019). To examine the efficacy of existing interventions, such as a campus food pantry, the researcher conducted a series of interviews with a cross section of volunteers, staffed leaders, and food pantry clients. The study produced 5 significant themes. 1) UCM students are balancing multiple responsibilities with a variety of stresses; 2) The Campus Cupboard clients shared an array of successful strategies for making ends meet while in college; 3) The reasons people use the Campus Cupboard vary from individual to individual; 4) Clients care about the food and services the Campus Cupboard offers as well as their experience while they are in there; 5) The volunteers and staff are the Campus Cupboard's greatest asset. They represent a variety of skills, abilities, knowledge, perspectives and resources for the cupboard and their clients. The recommendations focused on three core capacities that are critical for the Campus Cupboard. Specifically, to address the dietary struggles students face in higher education, as well as the living costs associated with schooling, this study constructs its recommendations focusing on 1) Building a culturally responsive food pantry; 2) Tailoring its outreach; and 3) Creating sustainable change.

scholarly journals ANALYZING THE APPLICATION OF THE EQUALITY CONCEPT TO INDIGENOUS STATUS IN RELATION TO HUMAN RIGHTS

2021 ◽  
Vol 9 (1) ◽  
pp. 274-288
Author(s):  
Cristiane Martins Viegas de Oliveira ◽  
Leandro Arguello ◽  
Diego Bezerra de Souza ◽  
Antonio Carlos Dorsa ◽  
Raphael Ricardo de Jesus Portela ◽  
...  
Keyword(s):  
Higher Education ◽  
Human Rights ◽  
Indigenous People ◽  
Indigenous Peoples ◽  
Basic Education ◽  
Point Of View ◽  
Social Rights ◽  
Indigenous Status ◽  
Online Journals ◽  
The University

This article is about the Statute of the Indian from the educational point of view of equality. It aims to approach one of the branches of social rights, regarding education. This education is protected by the 1988 Constitution of the Federative Republic of Brazil and must be provided on an equal basis for students of basic education and indigenous academics. It is a fact that traditional populations, from basic education, receive an education in a different way, because of their language, customs. Based on this premise, the research sought to answer why offer differentiated treatment in basic education (primary and secondary) and not give the necessary support in higher education? In this context, we sought to get to know the reality of the indigenous peoples in terms of education, from the first steps until they entered the University. In addition, factors were pointed out that make it difficult for these scholars to remain in universities and the possible ways to attenuate the existing discrepancies in education and opportunity between indigenous and non-indigenous people. The methodology applied was the bibliographic review, with the use of books, legislation (especially the Statute of the Indian) and articles hosted in online journals. The results showed that despite the advances, there is still a long way to go to achieve an ideal education.

The Transformative Power of the Indigenous Language Classroom

2017 ◽  
Vol 39 (2) ◽  
pp. 22-25 ◽  
Author(s):  
Chelsea M. Mead
Keyword(s):  
Higher Education ◽  
Indigenous Peoples ◽  
Indigenous Language ◽  
Transformative Power ◽  
Transformative Experiences ◽  
Ethnographic Interviews ◽  
Language Courses ◽  
Historical Relationship ◽  
The Individual ◽  
The University

This article presents insights gained from ethnographic interviews with participants of Indigenous language classes in the university and college context. It situates Indigenous language programming in the larger historical relationship between higher education and Indigenous peoples while also highlighting the individual practices of universities that shape those relationships. I argue that offering Indigenous language courses in higher education institutions is an opportunity for institutions to recognize their historical relationship with Indigenous peoples and begin to heal that relationship. The courses are transformative experiences for the students but also present the possibility for social change on the campus and communities at large.

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