scholarly journals What grades are needed to study Classical subjects at UK universities?

2021 ◽  
pp. 1-7
Author(s):  
Arlene Holmes-Henderson ◽  
Bella Watts
Keyword(s):  
Higher Education ◽  
Alternative Pathways ◽  
University Curriculum ◽  
Entry Requirements ◽  
Share Information

At a time when Classical subjects are in a perilous position in both the school and university curriculum, it is vital that Classics educators in the secondary and tertiary sectors work together to share information effectively. One such area requiring careful and coordinated partnership is the setting of entry requirements to undergraduate courses. Doing this well necessitates the communication of which types of qualifications meet these requirements and the promotion of inclusive and alternative pathways to widen access to the study of Classical (and related) subjects in Higher Education.

Cross-culture outcomes of a brazilian professor Fulbright in the USA

2017 ◽  
Vol 26 (50) ◽  
pp. 115
Author(s):  
Marcelo Da Silva Leite ◽  
Celeste Gaia
Keyword(s):  
Higher Education ◽  
Low Cost ◽  
Cross Culture ◽  
College And University ◽  
Governmental Agencies ◽  
The Past ◽  
University Curriculum ◽  
Fulbright Scholar ◽  
The Usa ◽  
Higher Education Costs

Over the past decade due the expansion of globalization there has been an increasing emphasis on internationalization among faculty, administration and accrediting agencies in the Higher Education.  Although to promote internationalization in the Higher Education, costs are a big challenge, one way to have the international actions with low cost, it is seeking for grants from different governmental agencies and foundations.The Fulbright Scholar program provides a long-standing and externally-funded means for internationalizing college and university curriculum. This article is going to share the perspective   of a Brazilian Fulbright Scholar at an American college and the institution perspective of the Fulbright scholar participation at the College.

scholarly journals DIAGNÓSTICO SOBRE LA GESTIÓN Y ADMINISTRACIÓN CURRICULAR DE LA SEDE INTERUNIVERSITARIA DE ALAJUELA, UNIVERSIDAD NACIONAL, COSTA RICA

1969 ◽  
Vol 6 (2) ◽  
pp. 64-86
Author(s):  
Cynthia González-Jiménez
Keyword(s):  
Higher Education ◽  
Resource Management ◽  
Costa Rica ◽  
Educational Administration ◽  
State Universities ◽  
Curriculum Management ◽  
Task Delegation ◽  
Educational Curriculum ◽  
University Curriculum ◽  
National University

El propósito de esta investigación es describir los procedimientos que se utilizan en la Sede de la Universidad Nacional de Costa Rica, ubicada en la provincia de Alajuela, para llevar a cabo la gestión curricular y administración educativa. Caracterizar a grandes rasgos la administración de recursos, delegación de tareas y eficacia en la resolución de las mismas, que lleva a cabo la Universidad Nacional en este centro donde debe compartir con otras tres universidades estatales. AbstractThe purpose of this research is to describe the procedures used at the headquarters of the National University of Costa Rica, located in the province of Alajuela, to conduct educational curriculum management and administration. Broadly characterize resource management, task delegation and effectiveness in solving them, which conducts the National University in the center where you share with three other state universities. Keywords: educational administration; curriculum management; university curriculum; higher education.

The need for civic engagement and competency in higher education in Lebanon

2017 ◽  
Vol 4 (4) ◽  
pp. 186-194
Author(s):  
Nadine Joudi ◽  
Ghada Chehimi
Keyword(s):  
Higher Education ◽  
Civic Engagement ◽  
National Security ◽  
The Political ◽  
Exploratory Research ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
University Curriculum ◽  
Research Outcomes ◽  
Security Levels

Lebanon has always been unstable on the political and the national security levels. The youth in Lebanon did not have the privilege of stability to engage in civic activities and become active citizens. The youth need to collaborate with adults to explore different issues and opportunities to develop civic engagement in their own society. This study is an exploratory research which reveals the need for constructive plans in higher education in Lebanon that will lead youth to civic engagement and competence. It also focuses on exploring the existence of university curriculum that fosters the actual implementation of civic engagement and civic competency programmes. Data were collected using a qualitative framework. University students’ civic competency, knowledge, skills, participation in civic engagement, attitudes and efficacy are assessed by using focus group discussions with students and instructors. The research outcomes provide a foundation for the sustainable interventions through the development of a university curriculum.   Keywords: Civic engagement, civic competency, Lebanon.  

Security, Privacy, and Politics in Higher Education

2008 ◽  
pp. 324-333
Author(s):  
Dan Manson
Keyword(s):  
Higher Education ◽  
Organizational Structures ◽  
Security And Privacy ◽  
Technical Issue ◽  
Faculty Hiring ◽  
University Curriculum ◽  
Academic Senates ◽  
Curriculum Politics ◽  
Faculty Department ◽  
Organizational Issue

This chapter introduces the interrelationships of security, privacy and politics in higher education. University curriculum politics are ingrained through organizational structures that control faculty hiring, retention, tenure, and promotion, and self-governance policy bodies such as academic senates and faculty curriculum committees that control curriculum approval and implementation. Compounding the politics of curriculum are different constructs of security and privacy, with security viewed as a technical issue versus privacy as a legal and organizational issue. The author believes that multiple disciplines must learn to work together to teach the constantly changing technical, scientific, legal, and administrative security and privacy landscape. While university “ownership” of security and privacy curriculum may create new political challenges, it has the potential to help limit competing faculty, department and program politics.

scholarly journals Análisis documental relacionado con la educación continua como eje integrador de las competencias del currículo universitario

2021 ◽  
Vol 39 (2) ◽  
pp. 443-468
Author(s):  
Luis Danilo Flores Rivera ◽  
Carlos Fernando Meléndez Tamayo ◽  
Manuel Morocho Amaguaya
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Information And Communication Technologies ◽  
University Education ◽  
Educación Superior ◽  
Continuous Training ◽  
Educacion Superior ◽  
University Curriculum ◽  
Service Staff ◽  
The University

El artículo presenta a la educación continua como un recurso fundamental y eficiente del currículo universitario y su mecanismo innovador es el empleo de las Tecnologías de la Información y Comunicación en todas las modalidades de estudio, metodologías y/o procesos de enseñanza-aprendizaje. El estudio tiene como objetivos analizar a la educación continua como eje integrador de las competencias del currículo universitario y difundir resultados oficiales del proceso. Para lo cual, se realizó un análisis conceptual y un análisis descriptivo cuantitativo con un diseño no experimental longitudinal. La investigación registró datos de una Institución de Educación Superior desde el año 2014 hasta el 2019 con un total de 190 cursos con 9276 personas capacitadas y puntualmente el último año con 46 cursos y 1559 participantes. Los resultados del estudio evidencian un crecimiento en el número de cursos, horas y participantes al proceso formativo continuo. Se identifican tendencias actuales de la educación continua vinculada a las TIC; así como requerimientos a otros tipos de programas curriculares. Finalmente el análisis establece el beneficio de la educación continua en la actualización, capacitación, formación y perfeccionamiento de competencias; además la oferta de alternativas que se ajusten a la demanda y requerimientos de los participantes para renovar nuevas competencias sea en el campo académico o laboral. La Institución de Educación Superior (IES), considerada en la investigación, fue la Universidad Técnica de Ambato (UTA), que por medio de la Dirección de Educación Continua a Distancia y Virtual (DEaDV), lidera el proceso de formación continua universitaria. La entidad ha ejecutado un total de 190 cursos con 9276 personas capacitadas; y el registro año 2019 con 46 cursos y 1778 participantes (estudiantes, docentes, personal administrativo y de servicio) de la universidad, organizaciones públicas, privadas y público en general (DEaDV, 2020). Estos datos revelan el crecimiento e importancia del proceso formativo continuo que se ha venido ejecutando. This article presents continuing education as a fundamental and efficient resource of the university curriculum, being its most innovative mechanism the use of Information and Communication Technologies in all study modalities, methodologies and / or teaching-learning processes. This study aims to analyze continuing education as an integrating axis of the competences in the university curriculum and to disseminate official results of the process. To this end, a conceptual analysis and a quantitative descriptive analysis with a longitudinal non-experimental design were conducted. We collected data from a Higher Education Institution from 2014 to 2019 with a total of 190 courses with 9276 people (specifically for last year 46 courses and 1559 participants were included). The results show an increase in the number of courses, hours and participants in the continuous training processes. Current trends in continuing education linked to ICT are identified; as well as requirements for other types of curricular programs. Finally, the analysis establishes the benefits of continuous education when it comes to updating, training and improving skills. Besides, this study also reports an increase in the offer of alternatives required by the participants to update their competencies, whether in academic or labor fields. The Institution of Higher Education (IES), considered in the research, was the Technical University of Ambato (UTA), which through the Directorate of Continuing Distance and Virtual Education (DEaDV), leads the process of continuous university education. The entity has executed a total of 190 courses with 9276 people trained; and the year 2019 registration with 46 courses and 1778 participants (students, teachers, administrative and service staff) of the university, public, private and general public organizations (DEaDV, 2020). These data reveal the growth and importance of the continuous training process that has been running.

scholarly journals Decolonising the university curriculum or decolonial-washing? A multiple case study

2020 ◽  
Author(s):  
Lesley le Grange ◽  
Petro du Preez ◽  
Labby Ramrathan ◽  
Sylvan Blignaut
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Higher Education Institutions ◽  
Multiple Case Study ◽  
University Curriculum ◽  
Political Symbolism ◽  
Common Strategy ◽  
Multiple Case ◽  
The University

In this article, we report on four case studies of how higher education institutions have grappled with the demands of decolonisation of their curricula. In some respects, the cases differ in form and content, and the unique responses to decolonisation of each institution are described and analysed. An important similarity among the institutions was the use of extensive public lectures, seminars, and workshops as a common strategy to deal with the calls for the decolonising of curricula. The inquiry is motivated by our concern that some institutions, in an effort to comply, might resort to instrumentalist and quick-fix solutions to decolonise curricula, which result in decolonial-washing rather than substantive change. We discuss the following themes based on the data and literature: decolonial-washing; decolonising of curricula as a national project; political symbolism; and the need for complicated conversations. We also reflect on the methodology used in this study.

scholarly journals Critical analysis of lecturer’s perception on integrating concepts of sustainability in university curricular

2020 ◽  
Vol 1 (3) ◽  
pp. 109-121
Author(s):  
Anupama Gunawardana ◽  
F.R. Arooz ◽  
A. Peramunugamage ◽  
R.U. Halwatura
Keyword(s):  
Higher Education ◽  
Sri Lanka ◽  
Online Survey ◽  
Tertiary Education ◽  
Descriptive Analysis ◽  
Sri Lankan ◽  
Microsoft Excel ◽  
University Curriculum ◽  
Near Future ◽  
Integrated Sustainability

Purpose of the study: The growing emphasis on incorporating sustainability concepts in tertiary education have lead higher education institutions in developing countries to infuse sustainability content into their curricula.  The wider purpose of this study is to promote the integration of sustainability concepts within Sri Lankan Universities. The study uncover and presents the perception of university academics on integrating sustainability in higher education. Methodology: An online-survey was carried out in the month of January, 2019 in University of Moratuwa, Sri Lanka across four faculties; engineering, architecture, information and technology and business. A descriptive analysis was employed to present the perceptions of the respondents according to different faculties. The obtained data were analyzed using Microsoft excel.  Main Findings: Results revealed, 46.93% have already integrated sustainability concepts while 59.18% are willing to integrate in near future. 80% have perceived that university curriculum should improve according to country’s need while providing particular trainings. 60% felt that knowledge and skills on ICT should be developed and adequate human resources should be deployed prior to incorporate sustainability concepts. Applications of this study: This study is aimed to identify models for mainstreaming sustainability concepts across tertiary education in Sri Lanka. Novelty/Originality of this study: Analysing the perception of univeristiy lecturers on incorporating sustainability concepts acroos university curricular, has never conducted in a Sri Lankan university. This is manily conducted to identify the gaps pertaining on intergrating sustainability concepts across university curricular and to identify the barriers exciting for education for sustainable development in Sri Lankan context.    

Indigenising the University Curriculum in Southern Africa

2020 ◽  
pp. 243-254
Author(s):  
Soul Shava ◽  
Nkopodi Nkopodi
Keyword(s):  
Higher Education ◽  
Southern Africa ◽  
Higher Education Institutions ◽  
Teaching Activities ◽  
Indigenous Epistemologies ◽  
Political Independence ◽  
Research And Teaching ◽  
University Curriculum ◽  
Independent States ◽  
The University

The academic landscape in higher education institutions (universities) in southern Africa (countries in SADC)) remains highly influenced by western epistemologies. This is despite the fact that these academic institutions are situated in independent states. The research and teaching activities in universities are entrenched within western theories and knowledge disciplines that are presented as neutral, universal and singular. The implication is that while we celebrate political independence we are still entrapped in continuing coloniality. This points to a need for reframing the curriculum to prioritise the interests of Africans. This chapter explores possible factors that contribute to the continued alienation of indigenous knowledges in southern African universities. It argues that in order to achieve the indigenisation of universities in Africa there is a need for a decolonial process to subvert and decentre western epistemologies by offering African Indigenous epistemologies and African-centred standpoints as alternatives in research and teaching processes in the academy.

Conclusion

2018 ◽  
pp. 140-148
Author(s):  
Albert W. Dzur
Keyword(s):  
Higher Education ◽  
Criminal Justice ◽  
Nonprofit Organizations ◽  
Professional Education ◽  
Colleges And Universities ◽  
Power Sharing ◽  
Advanced Training ◽  
Task Sharing ◽  
Emerging Culture ◽  
Share Information

This concluding chapter discusses ways democratic professionalism can be cultivated. To share information and experiences, existing networks of reform-minded professionals in fields such as education, criminal justice, and public administration can be supported by nonprofit organizations concerned with citizen agency and democratic renewal. There is also a role to be played by colleges and universities, whose specialized degrees and advanced training are gateways to the professional world. Unfortunately, non-participatory managerial tendencies are common in higher education. To foster democratic professionalism rather than reproduce social trustee attitudes, universities need greater power-sharing on campus and a different conception of professional education. To be contributors rather than barriers to an emerging culture of participatory innovation, academics need to listen more, take up the knowledge of people outside normal disciplinary channels, and learn about different modes of task-sharing, collaboration, and co-ownership pioneered by non-academic innovators.

scholarly journals Organisational Identity as a Barrier to Widening Access in Scottish Universities

2018 ◽  
Vol 7 (9) ◽  
pp. 151 ◽  
Author(s):  
Vikki Boliver ◽  
Mandy Powell ◽  
Tiago Moreira
Keyword(s):  
Higher Education ◽  
Full Potential ◽  
Policy Makers ◽  
Ideal Types ◽  
Undergraduate Admissions ◽  
Widening Access ◽  
Admissions Policies ◽  
Organisational Identity ◽  
Entry Requirements ◽  
Scottish Government

Widening access policy has historically focused on tackling the socioeconomic barriers to university access faced by prospective students from under-represented groups, but increasingly policy makers are seeking to also address the barriers to wider access posed by undergraduate admissions policies. In this vein, the Scottish Government has recently called upon universities to set separate academic entry requirements for socioeconomically disadvantaged applicants which recognise that “the school attainment of disadvantaged learners often does not reflect their full potential” and which better reflect the minimum needed to succeed in higher education. In this paper, we draw on in-depth interviews with admissions personnel at eighteen Scottish universities to explore the scope for more progressive admissions policies of this kind in light of universities’ identities as organisations and in light of corresponding organisational strategies for position-taking in global and national higher education fields. We present a theoretical model and an empirical illustration of three hierarchically-ordered ideal types of organisational identity—globally competitive, nationally selective, and locally transformative—and show that the more dominant of these tend to constrain the development of more progressive admissions policies. This is because globally competitive and, to a lesser extent, nationally selective organisational identities are understood to require admission of the ‘brightest and best’, conceptualised as those with the highest levels of prior academic attainment who can be expected to succeed at university and beyond as a matter of course. We conclude that universities must recognise and redress the implicitly exclusionary nature of their organisational identities if genuine progress on widening access is to be made.

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