Chapter 3.6: Teaching for Transformation: Higher Education Institutions, Critical Pedagogy and Social Impact

2018 ◽  
pp. 231-243
Author(s):  
Jean McEwan-Short ◽  
Victoria Jupp Kina
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
Social Impact ◽  
Higher Education Institutions

scholarly journals Investigating TESOL Teachers' Awareness of Critical Pedagogy at Higher Education Institutions in Oman: Implications for Critical Professional Development

2018 ◽  
Vol 21 (3) ◽  
pp. 35-66 ◽  
Author(s):  
Thuraya Al Riyami ◽  
Ali Al Issa
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
English Language ◽  
Higher Education Institutions ◽  
Language Teachers ◽  
Alternative Pedagogy ◽  
Sociopolitical Context ◽  
Speakers Of Other Languages ◽  
English Language Teachers ◽  
The 1960S

Critical Pedagogy (CP) has been proposed as an alternative pedagogy capable of meeting the complex demands of teaching English within a particular sociopolitical context. Despite the fact that CP has been present in education since the 1960s, much of the research on CP has been conducted recently in Teaching of English to Speakers of Other Languages (TESOL) contexts. There is a growing but as yet small amount of research that addresses the usage of CP in TESOL contexts, to which this study hopes to make a useful contribution. Therefore, this study investigates the extent to which TESOL teachers from four higher education institutions in the Sultanate of Oman are aware of CP. In order to achieve this, a questionnaire is administered to 178 English Language Teachers. The main findings reveal a widespread lack of awareness of the concept of CP among TESOL teachers. Nonetheless, minorities of teachers are aware of CP and implement it in a limited fashion in their classes. On the other hand, there are teachers who, whilst being aware of CP, do not implement it. The implications of these findings are discussed.

Institutionalising critical pedagogy: Lessons from against and beyond the neo-liberal university

2017 ◽  
Vol 9 (1) ◽  
pp. 65-81 ◽  
Author(s):  
David Ridley
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
Working Class ◽  
Higher Education Institutions ◽  
Trade Unionism

This article approaches the question of how far critical pedagogy can be institutionalised through a series of historical and contemporary examples. Current debates concerned with the co-operative university are examined, as well as histories of independent working-class education and the free university movement. Throughout this history, critical pedagogy has occupied a difficult space in relation to higher education institutions, operating simultaneously against and beyond the academy. The Deweyian concept of ‘democratisation’ allows the institutionalisation of critical pedagogy to be considered as a process, which has never been and may never be achieved, but is nevertheless an ‘end-in-view’. The article concludes by offering the Lucas Plan as a model of radical trade unionism that could be applied to the democratisation of existing universities and the institutionalisation of critical pedagogy.

scholarly journals Sustainability Practices of Higher Education Institutions in Hong Kong: A Case Study of a Sustainable Campus Consortium

2020 ◽  
Vol 12 (2) ◽  
pp. 452 ◽  
Author(s):  
Weiyan Xiong ◽  
Ka Ho Mok
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Hong Kong ◽  
Public Universities ◽  
Social Impact ◽  
Higher Education Institutions ◽  
Negative Consequences ◽  
The Sustainable Development ◽  
External Impact ◽  
Sustainability Practices

Eight University Grant Committee (UGC)-funded public universities in Hong Kong positively and successfully responded to the global call for sustainability efforts in higher education institutions (HEIs). Various initiatives are transpiring within these eight campuses. The Hong Kong Sustainable Campus Consortium (HKSCC) was co-established by eight UGC-funded universities, which is an excellent example of integrating resources and efforts to achieve sustainable development goals and exert positive social impacts. Through interviews with HKSCC administrators and members and reviewing relevant documents, this study aims to examine the roles and challenges of HKSCC toward Hong Kong HEIs’ sustainability efforts, and present the good practices and achievements of HKSCC. Findings of this study reveal that although HKSCC and each UGC-funded university contribute in reaching the sustainability goals, they should pay considerable attention to the external impact of sustainability practices on communities and society. Moreover, we propose that the sustainable development of public universities in Hong Kong should look beyond the narrowed definition of sustainable development and broaden their roles to exert a social impact by addressing the negative consequences of the massification, privatization, and internationalization of higher education.

Social marketing as a development strategy and social impact in higher education institutions

2018 ◽  
Vol 11 (84) ◽  
pp. 4171-4178
Author(s):  
Luis A. Perez Guerra ◽  
Meredith Jimenez Cardenas ◽  
Remedios Pitre Redondo
Keyword(s):  
Higher Education ◽  
Development Strategy ◽  
Social Marketing ◽  
Social Impact ◽  
Higher Education Institutions

scholarly journals Possibilities of Social Bonds Using to Finance Higher Education Institutions

2022 ◽  
pp. 295-313
Author(s):  
Natalia Konovalova
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
Social Impact ◽  
Financial Institution ◽  
Social Bonds ◽  
Higher Education Institutions ◽  
Economic Effect ◽  
Financial Instruments ◽  
Social Impact Bonds ◽  
Additional Funding

AbstractIn many countries, funding for higher education institutions is insufficient and requires the search for new financial instruments and financing models. One such financing model could be the issuance of social impact bonds aimed at improving the efficiency of higher education institutions. The study focuses on the use of financial instruments as social bonds for additional funding of higher education institutions. The peculiarities of social bonds and the possibilities of their application in the field of higher education are explored in the paper. The results of the study comprise three proposed innovative approaches to the development of a mechanism for the issuance of bonds. The first approach assumes that the issuer of social bonds in favour of the university is a bank or other financial institution. The second approach is based on the methodology of issuing social bonds by a university with the participation of the state. The third approach to the use of social bonds is the creation of a platform for financing long-term educational programs; it can be done with the participation of a large company implementing large-scale socio-economic projects. Such platform will have a great social and economic effect.

Knowledge Management Evaluation in British Higher Education Partnerships

2020 ◽  
Vol 19 (02) ◽  
pp. 2050005
Author(s):  
Christopher Bamber ◽  
Enis Elezi
Keyword(s):  
Higher Education ◽  
Social Capital ◽  
Knowledge Management ◽  
Social Impact ◽  
Management Practices ◽  
Higher Education Institutions ◽  
Management Training ◽  
Partnership Development ◽  
Management Evaluation ◽  
Higher Education Partnerships

The purpose of this research is to encourage higher education institutions working in partnerships to evaluate the development of partnerships not only on the basis of financial indicators but take into consideration the newly created knowledge as a result of social capital, monitoring and reviewing and continuing professional development of staff. The empirical data were collected through a survey instrument originally used for a PhD study. This research study provides a better understanding of the knowledge management evaluation stage of partnership development. Findings point out that although embedded knowledge management practices support social capital development, it is expected that higher education institutions could exploit their available knowledge to a greater extent in order to improve their impact on social capital in the context of partnership development. Research findings suggest that evaluation frameworks implemented and controlled by higher education institutions regulatory and governing bodies would benefit from particular inclusion within “assessment of performance” of Higher Education partnerships that specifically consider the social impact of partnership ventures. Knowledge management is a developing theme within academia, and findings imply that executives within higher education are committed to include knowledge management training in CPD strategies, as this not only benefits higher education institutions but will also benefit higher education partnership development. In terms of originality and value, this paper straightens the critical importance of knowledge management evaluation as part of the last stage of partnership development in order to advance in the understanding of the benefits deriving from higher education institutions partnerships. Students, scholars and practitioners of knowledge management can gather a range of insights pointed at performance and knowledge creation within a partnership context.

scholarly journals The Contested Terrain of Critical Pedagogy and Teaching Informal Education in Higher Education

2021 ◽  
Vol 11 (9) ◽  
pp. 476
Author(s):  
Alan Smith ◽  
Mike Seal
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
Informal Education ◽  
Higher Education Institutions ◽  
Informal Educators ◽  
Contested Terrain ◽  
Do So

This review explores how critical pedagogy, often cited by educators of informal educators as a key influence, actually informs teaching of informal educators in higher education and assesses its potential to do so. It explores the background to critical pedagogy, its principles, aims and approaches and examines its worldwide influence on the teaching of informal educators. The authors argue that critical pedagogy is crucial for the teaching of informal educators, enabling lecturer and practitioners to interrupt the hegemony of neo-liberal and neo-managerial thinking in their practice and in higher education, and re-orientate themselves and examine their positionality within their institutions. It will focus on practical examples of enabling critical pedagogy in the teaching of informal education in higher education institutions.

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