Mind the gap: privileging epistemic access to knowledge in the transition from Leaving Certificate music to higher education

2014 ◽  
Vol 33 (3) ◽  
pp. 249-268 ◽  
Author(s):  
Gwen Moore
Keyword(s):  
Higher Education ◽  
Epistemic Access ◽  
Access To Knowledge

Creating epistemic access through a scaffold approach: Academic literacy skills development for South African first-year public administration students

2019 ◽  
Vol 37 (2) ◽  
pp. 156-174
Author(s):  
Gerda HG van Dijk ◽  
Brenda A Vivian ◽  
Lianne P Malan
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Public Administration ◽  
South African ◽  
Curriculum Design ◽  
Higher Education Institutions ◽  
Academic Literacy ◽  
Literacy Skills ◽  
First Year ◽  
Epistemic Access

For higher education institutions to produce graduates capable of contributing to society and the economy in a productive manner, educational emphasis is placed on the development of critical thinking. The above necessitates that higher education institutions are able to engage in responsive curriculum design and delivery for enhanced student success and access. Public Administration programmes focus on equipping students to work within the broader government sector, able and capable of delivering public functions responsive to the needs of society. Literature suggests that there are a number of factors which influence the success ratio of any undergraduate programme in the South African context, including, inter alia, increased enrolments, student–staff ratios and the overall decline of professional and intellectual life in the country. Further complicating matters are classes too big to be participatory and crammed syllabi preventing in-depth discussions. The notion of embedding academic literacy development in curriculum design through a scaffolded approach aims to influence the academic performance of students through engaged and active learning in order to attain a higher level of achievement as well as benefit from the process of scaffolding. The research comprises a mixed method approach using a case study of the first-year students enrolled for a Public Administration degree. Data collected included an analysis of 2015, 2016 and 2017 student cohorts in: determining their academic literacy level upon registration (set as a baseline before any academic literacy intervention); tracking their academic performance through their formative and summative assessments (through a scaffolded approach); and reflecting upon their learning through their completion of a semi-structured survey. The research intends to argue that the use of a scaffolded approach to learning enhances epistemic access, which sees students moving beyond propositional, or foundation knowledge to epistemic or reflexive knowledge.

scholarly journals Approaches to Higher Education Innovation in the Context of Industrial Revolution 4.0

2020 ◽  
Vol 36 (2) ◽  
Author(s):  
Nguyen Quynh Huy ◽  
Le Vinh Trien
Keyword(s):  
Higher Education ◽  
Education System ◽  
Industrial Revolution ◽  
Social Innovation ◽  
Educational Innovation ◽  
Literacy Skills ◽  
Higher Education System ◽  
Knowledge Based ◽  
Learning Platforms ◽  
Access To Knowledge

The Industrial Revolution 4.0 has brought about many changes including the higher education system. The main problem is how the education system could adapt to change and promote social innovation. This paper aims to describe the necessary changes and adjustments made in the education system, thereby better meeting the requirements of Industry 4.0, and creating a competitive education system, contributing to socio-economic development. With the research method based on the synthesis of documents, the research results show that, in the context of Industry Revolution 4.0 and the complexity of globalization, the philosophy in educational innovation needs to be changed so that universities can contribute more to society and enhance academic liberalization. Students need to master the knowledge and skills such as critical thinking and problem solving, communication and collaboration, creativity and innovation. In addition, literacy skills related to digital including information and communication knowledge are also important. Students should have access to knowledge based on diversity; and be ready to incorporate new knowledge that brings about positive changes, gradually fighting against injustice, lack of democracy and human rights, fostering an open society where voices are heard; and become responsible citizens. In addition, open learning platforms need to be considered by universities and teachers in deciding how to organize education and learning in the 4.0 Industrial Revolution era.

Educating for the Cooperative Society

2019 ◽  
pp. 373-385
Author(s):  
Mehmet Murat Erguvan ◽  
Nikoloz Parjanadze ◽  
Kevin Hirschi
Keyword(s):  
Higher Education ◽  
First Century ◽  
Crucial Importance ◽  
Institutional Practices ◽  
Knowledge Based ◽  
Cooperative Society ◽  
Global Challenges ◽  
Modern Knowledge ◽  
Access To Knowledge ◽  
The University

The concept of citizenship needs to be redefined in the twenty-first century to emphasize the notion of cooperation amongst individuals, as the institutional action that often results can have a crucial importance in politics, the economy, and culture, at the local, regional, global, and individual levels. This requires the shaping of new societal consciousness. Education, especially higher education, has to assume major responsibility in this process, as it has done historically. This may well entail a revised concept of citizenship—not only through curricular changes but also through institutional practices. Responsible citizens should act in coordination with each other following the new requirements of a modern knowledge-based society reacting to global challenges. This is in line with another mission of the university—that of public good—providing individuals with access to knowledge so that citizens develop professionally, acquire new skills, and become competitive in local and global labour markets. In a century of transformational global change, it is now more than ever the mission of higher education institutions to cultivate citizens capable of tackling local and global challenges in an innovative but also cooperative manner.

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 Open Access Legislation and Regulation in the United States: Implications for Higher Education

2020 ◽  
Vol 4 (1) ◽  
Author(s):  
Anjam Chaudhary ◽  
Kathy Irwin ◽  
David Hoa Khoa Nguyen
Keyword(s):  
Higher Education ◽  
United States ◽  
Open Access ◽  
Best Practices ◽  
Intellectual Property Rights ◽  
The United States ◽  
Advantages And Disadvantages ◽  
The Subject ◽  
Similarities And Differences ◽  
Access To Knowledge

Accessing quality research when not part of an academic institution can be challenging. Dating back to the 1980s, open access (OA) was a response to journal publishers who restricted access to publications by requiring a subscription and limited access to knowledge. Although the OA movement seeks to remove costly barriers to accessing research, especially when funded by state and federal governments, it remains the subject of continuous debates. After providing a brief overview of OA, this article summarizes OA statutory and regulatory developments at the federal and state levels regarding free and open access to research. It compares similarities and differences among enacted and proposed legislation and describes the advantages and disadvantages of these laws. It analyzes the effects of these laws in higher education, especially on university faculty regarding tenure and promotion decisions as well as intellectual property rights to provide recommendations and best practices regarding the future of legislation and regulation in the United States.

scholarly journals How will Education 4.0 influence learning in higher education?

2020 ◽  
Author(s):  
Alan Richard Williams ◽  
Richard Windle ◽  
Heather Wharrad
Keyword(s):  
Higher Education ◽  
Digital Technology ◽  
Industrial Revolution ◽  
Learning Objects ◽  
Fourth Industrial Revolution ◽  
Increasing Demand ◽  
Access To Knowledge

Higher education at the start of the Fourth Industrial Revolution (Schwab, 2015) is undergoing unprecedented change because of the opportunities revealed through the use of digital technology. Though societies throughout time have undergone seismic change, it is the speed and magnitude of change now because of technology that is challenging higher education. The changes include access to knowledge, how that knowledge is shared and the increasing demand by students’ for their voice to be heard in their education and to be integral to the design of their learning. The opportunities revealed by the use of digital technology can lead to good and bad effects and it is essential academics and higher education investigate the design of learning objects used by students in higher education.

E-Learning System of Asia Through Open Courseware (OCW) and Educational Resources (OER) for Universal Access to Knowledge and Information

2017 ◽  
Vol 12 (2) ◽  
pp. 43-54 ◽  
Author(s):  
Soumen Kayal ◽  
Baisakhi Das
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Teaching Method ◽  
Universal Access ◽  
Learning System ◽  
Institutional Commitment ◽  
Learning Content ◽  
Information And Communication ◽  
E Learning ◽  
Access To Knowledge

One of the most impressive uses of information and communication technology is the advent of e-learning. The current E-learning system mainly plays a role of learning assistance such as providing learning content or learning information, and sometime it provides channels or platform in the learning environment for discussion and interaction. In recent years E-learning has changed sophisticatedly in teaching method in higher education of Asian countries. The success of E-learning depends on the some circumstance like learning effectiveness, cost effectiveness, institutional commitment, access, faculty satisfaction, and student's satisfaction. Accessing has become more widely permitted through the open courseware. Open Courseware is one of the effective new types of E-learning system raised in recent years. This paper discusses the importance of e-learning system in higher education, and universal access to knowledge and information in the network and digital environment through Open Courseware. Some of the major initiatives and the targets segments covered by the online education have also been studied in this article.

Re-Thinking Inclusive Higher Education for Students With Disabilities

2021 ◽  
pp. 235-250
Author(s):  
Emnet Tadesse Woldegiorgis
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Education System ◽  
Public Universities ◽  
Access To Higher Education ◽  
Higher Education System ◽  
Disadvantaged Groups ◽  
Epistemic Access ◽  
Physical Access ◽  
Depth Interviews

Several studies address the notion of inclusive higher education from the perspective of access questioning who participates, where, and how in the sense of equity, raising issues of enrolment of disadvantaged groups. This chapter approaches the concept of inclusion in the Ethiopian higher education system from an epistemic access perspective. The argument is that discussions on access to higher education for disadvantaged groups should go beyond mere physical access and should be conceptualized in a manner that reflects educational outcomes and post-enrollment experiences. This chapter aims at exploring the notion of inclusive higher education and epistemic access to students with disabilities in Ethiopian public universities. The study is based on in-depth interviews of 25 students with disabilities from five Ethiopian public universities. The chapter argues that the higher education system in Ethiopia should re-approach the notion of access and take a proactive measure to ensure epistemic access to students with disabilities.

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