scholarly journals Toward a Model of Age Inclusivity in Higher Education

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 11-11
Author(s):  
Susan Whitbourne
Keyword(s):  
Higher Education ◽  
Community Engagement ◽  
Campus Climate ◽  
Ecological Models ◽  
Social Ecological ◽  
Teaching Community ◽  
Starting Point ◽  
Development Goals

Abstract The AFU principles clearly state the aspiration of promoting age inclusivity in higher education within the context of the UN Sustainability Development Goals. With these principles as a starting point, the Age-Friendly Campus Climate Inventory and Survey were developed to assess the extent to which AFU principles are put into practice (Inventory) and how campus constituencies perceive these practices. Based on social ecological models, a framework for measuring age inclusivity was developed in which practices ("objective environment") are compared to perceptions ("subjective environment"). Participating campuses (N=29) completed the inventory for each major executive unit, providing scores that were grouped by major campus functions, including research, teaching, community engagement, and support. By comparing these scores with perceptions of each function by samples of constituencies of faculty, staff, and students, it is possible to test the person-environment match as conceptualized by social ecological models providing important clarification for the AFU principles.

Geoethics in water management – Resources for higher education (GOAL Project framework)

2020 ◽  
Author(s):  
Sebastian Handl ◽  
Susanne Schneider-Voß ◽  
Markus Fiebig ◽  
Guenter Langergraber
Keyword(s):  
Water Management ◽  
Higher Education ◽  
Electric Energy ◽  
Theoretical Background ◽  
Human Right ◽  
United Nations General ◽  
Starting Point ◽  
Wide Range ◽  
Development Goals ◽  
Large Water

<p>The recognition of the Human Right to Water and Sanitation by the United Nations General Assembly in 2010 marks a major symbolic and legal milestone. The United Nation's Sustainable Development Goals (UN SDGs) incorporate the different interests of society. In combination with limited resources conflicts of interests are inevitable. Competing interests of different stakeholders concerning water and land-use management are particularly big drivers of conflicts in this field. Also the personal daily behaviours of its individuals influences the water and energy consumption of whole society.</p><p>An essential baseline to achieve societal goals related with water might be the implementation of coherent environmental policies. Transnational implications of e.g. large water-infrastructure projects bring additional complexity to decision making processes. The Implications of climate change on water management add another layer of uncertainty.</p><p>Professionals with a higher education in geosciences are at the heart of humankind’s attempts to deal with all of this issues. They are not only supposed to hold technical expertise, but also understand their responsibilities. A modern education of the students in geosciences therefor has to account for this challenges. Geoethics is capable of providing the theoretical background on this challenges.</p><p>The GOAL project (Geoethics Outcomes and Awareness Learning) aims in general at improving the concepts and practices of Geoethics and specifically to provide educational material (a syllabus and complementary educational resources) to be used in higher education. From the wide range of geoethical issues related to water management, two cases were chosen to introduce students to the concepts of Geoethics. The water supply system of Austria´s capital Vienna serves as a starting point to deal with questions like utilization pressure on water and land. An historic dam that is now used for production of "green" electric energy via hydropower, sets the frame for the discussion about the impacts of hydropower on the riverine ecosystem.</p><p>Acknowledgment</p><p>This study has been elaborated in the scope of Erasmus Plus GOAL Project with the reference: 2017-1-PTO1-KA203-035790.</p>

scholarly journals Protocol: Gamify a Subject without Advanced Technology

2019 ◽  
Vol 10 (2) ◽  
pp. 20 ◽  
Author(s):  
Cristina García Magro ◽  
María Luz Martín Peña ◽  
Eloísa Díaz Garrido
Keyword(s):  
Higher Education ◽  
Mobile Applications ◽  
Advanced Technology ◽  
Common Denominator ◽  
Use Of Technology ◽  
Teaching Community ◽  
Starting Point ◽  
Rigorous Framework ◽  
The Common ◽  
European Higher Education

<p class="Abstract">In recent years, academic work around the application of teaching gamification techniques, has undergone a growing evolution, being the common denominator of all of them, the use of advanced technology for its implementation. However, it is considered that the key to the implementation of a gamified system is not in the use of technology itself, but in the procedure of design and elaboration of it, being able to opt for non-technological alternatives when circumstances require it. Although there are works that include the steps to be followed to implement gamification in the classroom, those found show specific experiences that are difficult to extrapolate to areas of knowledge other than those tested. Thus, it is considered to be useful for teaching community, have a starting point that can guide you on the steps to follow and how to analyze them to correctly develop a gamified plan. Therefore, the aim of this paper is to propose the protocol to follow to gamify a subject, aimed at helping students acquire and reinforce the competences required by the European Higher Education Area. Each step of the process is analyzed and a series of non-technological activities are provided that can be effective in achieving the learning objective. Originality underlies the consideration that it is not essential to use video games, simulators or mobile applications for a gamified system to succeed. It contributes, in this way, with a rigorous framework that can be used as a reference by the educational community in its gamified processes.</p>

Thriving in Academia: Understanding and Managing the Complexities of Faculty Work

2012 ◽  
Vol 15 (2) ◽  
pp. 77-84 ◽  
Author(s):  
Ketevan Mamiseishvili
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Community Engagement ◽  
Everyday Life ◽  
Work Setting ◽  
Higher Education Research ◽  
Faculty Work ◽  
College And University ◽  
Teaching Research ◽  
University Settings

In this paper, I will illustrate the changing nature and complexity of faculty employment in college and university settings. I will use existing higher education research to describe changes in faculty demographics, the escalating demands placed on faculty in the work setting, and challenges that confront professors seeking tenure or administrative advancement. Boyer’s (1990) framework for bringing traditionally marginalized and neglected functions of teaching, service, and community engagement into scholarship is examined as a model for balancing not only teaching, research, and service, but also work with everyday life.

READINESS OF RUSSIAN HIGHER EDUCATION TEACHERS TO WORK IN EDUCATIONAL INCLUSION SETTING

2020 ◽  
Vol 86 (1) ◽  
pp. 35-45
Author(s):  
.D. Kalugina ◽  
Keyword(s):  
Higher Education ◽  
Survey Research ◽  
Inclusive Education ◽  
Maturity Level ◽  
Social Survey ◽  
General Attitude ◽  
University Teachers ◽  
Teaching Community ◽  
Russian Higher Education ◽  
Educational Inclusion

the article deals with the problem of implementing inclusive education in Russianuniversities . Despite the fact that education (training?) for people with disabilities has been implemented at all levels of Russianeducationfor several years, the general attitude to it is ambiguous, as well as the attitudeof the teaching community. The author has conducted a social survey research trying to estimate University teachers’ readiness to work with groups where such students study. The research has revealed insufficient motivational and technological maturity level. Following this, the author providesrecommendations for overcoming these challenges.

Teaching Interreligious Encounter

2017 ◽  
Author(s):  
Hans Gustafson
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Community Engagement ◽  
Case Studies ◽  
Course Design ◽  
Comparative Theology ◽  
Guest Speakers

This chapter offers instructors in higher education some basic tools and elements of course design for interreligious encounter in the undergraduate classroom. Aiming at practice over theory, it provides practical suggestions for fostering interreligious understanding from the first day of class through the end of the semester. These suggestions include the use of guest speakers, interdisciplinary case studies, in-class reflections, and interreligious community engagement (i.e., “service learning”), among others. Further, it provides a concise bibliography of basic introductory texts for both students and instructors in the areas of comparative theology, theologies of religions and religious pluralisms, and interreligious studies and dialogue.

scholarly journals Semi-Systematic Literature Review on Sustainability and Sustainable Development in Higher Education Institutions

2021 ◽  
Vol 13 (14) ◽  
pp. 7683
Author(s):  
Amila Omazic ◽  
Bernd Markus Zunk
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Literature Review ◽  
Systematic Literature Review ◽  
Higher Education Institutions ◽  
Main Research ◽  
Agenda 2030 ◽  
Research Themes ◽  
Development Goals

Public sector organizations, primarily higher education institutions (HEIs), are facing greater levels of responsibility since adopting and committing to the Agenda 2030 for Sustainable Development (SD) and its 17 Sustainable Development Goals (SDGs). HEIs are expected to provide guidance for various stakeholders on this matter, but also to implement this agenda and the SDGs in their institutions. Although the role of these organizations has been recognized, the fields and issues that HEIs should address on their path towards sustainability and SD are still unclear. To provide further clarity, a semi-systematic literature review on sustainability and SD in HEIs was conducted to identify both the key concepts and main research themes that represent sustainability and SD in HEIs and to identify research gaps. This review increases our knowledge of this topic and enhances our understanding of sustainability and SD in the context of HEIs.

scholarly journals Sustainable Innovation in Higher Education: The Impact of Gender on Innovation Competences

2021 ◽  
Vol 13 (9) ◽  
pp. 5004
Author(s):  
Raquel Ferreras-Garcia ◽  
Jordi Sales-Zaguirre ◽  
Enric Serradell-López
Keyword(s):  
Higher Education ◽  
Business Students ◽  
Bachelor's Degree ◽  
Sustainable Innovation ◽  
Educational Implications ◽  
Development Goals ◽  
High Level ◽  
The Impact ◽  
Innovation In Higher Education

There is currently an increasing interest for sustainable innovation in our society. The European agendas highlight the role of higher education institutions in the formation and development of innovation competences among students. Our study aimed to contribute to the analysis of the level of achievement of students’ innovation competences by considering two sustainable development goals (SDG) of the 2030 United Nations’ Agenda: Gender Equality (SDG 5) and Quality Education (SDG 4). This article tries to answer how business students perceive their own innovation competences and which innovative competences are best achieved by students, as well as if there are differences in the achievement of these competences depending on the students’ gender. Our results, from a sample of 360 students in the Business Administration and Management Bachelor’s Degree at the Universitat Oberta de Catalunya, confirm the extensive development of innovation competences. Moreover, female students present a high level of preparation for innovation-oriented action. These findings have educational implications for potentiating the innovation competences and environments where females can attain innovation skills.

scholarly journals A New Face of Mining Engineer—International Curricula to Sustainable Development and Green Deal (A Case Study of the Wrocław University of Science and Technology)

2021 ◽  
Vol 13 (3) ◽  
pp. 1393
Author(s):  
Karolina Adach-Pawelus ◽  
Anna Gogolewska ◽  
Justyna Górniak-Zimroz ◽  
Barbara Kiełczawa ◽  
Joanna Krupa-Kurzynowska ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Raw Materials ◽  
Research Question ◽  
Science And Technology ◽  
Mining Industry ◽  
Mining Engineer ◽  
European Institute ◽  
Innovation And Technology ◽  
Development Goals

The mining industry in the world has undergone a major metamorphosis in recent years. These changes have forced higher education to modify the curricula in a thorough way to meet the mining entrepreneurs’ needs. The paper’s scope is to answer the research question—how to attract students and implement Sustainable Development Goals (SDGs) in higher education in mining engineering? Based on the case of international cooperation carried out at the Faculty of Geoengineering, Mining and Geology of the Wrocław University of Science and Technology (WUST) within the framework of educational projects co-financed by European Institute of Innovation and Technology (EIT) and EIT Knowledge and Innovation Communities Raw Materials (EIT RM), the authors prove that the idea of sustainable development can be introduced into the system of teaching mining specialists at every level of their higher education (engineering and master’s studies), through developing their new competencies, introducing new subjects taking into account innovative solutions and technologies, or placing great emphasis on environmental and social aspects. Examples of new curricula show a good way to change into the new face of a mining engineer.

scholarly journals Individual socioeconomic and neighborhood factors predict changes in sports activity during the transition to retirement

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Dorothee Jürgens ◽  
Benjamin Schüz
Keyword(s):  
Multinomial Logistic Regression ◽  
Ecological Models ◽  
Occupational Prestige ◽  
Sports Activity ◽  
Neighborhood Factors ◽  
Multinomial Logistic Regression Analysis ◽  
Social Ecological ◽  
Transition To Retirement ◽  
Potential Interactions

Abstract Background There are substantial socioeconomic status (SES) differences in sports activity (SA) during the transition to retirement. In line with social-ecological models, the aim of this longitudinal study was to examine the association of perceptions of social and physical neighborhood factors with changes in SA across the retirement transition and to examine potential interactions with SES factors. Methods Data from 6 waves of the German Ageing Survey (DEAS) provided 710 participants (at baseline: mean age 61.1, 52.9% of men) who retired between baseline (1996, 2002, 2008, 2011) and their 6-year follow-up assessment. Associations between changes in SA (increases and decreases compared to retaining) and individual SES and neighborhood factors were estimated using multinomial logistic regression analysis. Results Increases were observed in 18.45% of participants, decreases in 10%. Occupational prestige was a risk factor for decreases, education a resource for increases in SA. Interactions between household income and several neighborhood factors were observed. Conclusions In line with social-ecological models, individual, neighborhood factors and interacting associations were found. In particular safety perceptions could be a resource for promotion SA in older adults who experience disadvantage.

Sustainable Development Goals and Global burden of disease stakeholders

2020 ◽  
Vol 30 (Supplement_5) ◽  
Author(s):  
P Van Den Hazel
Keyword(s):  
Sustainable Development ◽  
Burden Of Disease ◽  
Sustainable Development Goals ◽  
Global Burden Of Disease ◽  
Chronic Obstructive ◽  
Global Burden ◽  
Starting Point ◽  
Health Related ◽  
Development Goals ◽  
The Impact

Abstract The Global Burden of Disease is the most comprehensive effort to date to measure epidemiological levels and trends worldwide. It is the product of a global research collaborative and quantifies the impact of hundreds of diseases, injuries, and risk factors in countries around the world. The publication published in The Lancet on September 12, 2017, namely the study, “Measuring progress and projecting attainment on the basis of past trends of the health-related Sustainable Development Goals in 188 countries: an analysis from the Global Burden of Disease Study 2016,” is the starting point to discuss the health-related SDG indicators as develop by the Institute for Health Metrics and Evaluation (IHME) and Global Burden of Disease collaborators. The projected increases in mortality are steep for chronic obstructive pulmonary disease and other chronic diseases. Non-communicable diseases are increasingly recognized as major causes of death and disability worldwide. The question is whether the targets in the SDGs are sufficiently addressing these increases. Or are demographic changes underlying the projected increases? Health related SDGs have been addressed in a tool made by the Institute for Health Metrics and Evaluation (IHME). Results on air pollution, smoking, unsafe water, sanitation and hygiene are presented by current and projected data in an interactive tool.

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