scholarly journals Now What? Maintaining Momentum after Achieving Designation as an Age-Friendly University

2021 ◽  
Vol 5 (Supplement_1) ◽  
pp. 760-760
Author(s):  
Diane Martin ◽  
Nicole Brandt ◽  
Denise Orwig ◽  
Barbara Resnick ◽  
Daniel Mansour ◽  
...  
Keyword(s):  
Higher Education ◽  
Workforce Development ◽  
Physical Environment ◽  
Steering Committee ◽  
Aging Research ◽  
Campus Leaders ◽  
Higher Education And Society ◽  
Demographic Shifts ◽  
Multiple Domains ◽  
Education And Society

Abstract The Age-Friendly University (AFU) designation in higher education recognizes the institution’s commitment to a culture of age-inclusivity across programs and policies. While AFU institutions are embracing the demographic shifts in higher education and society at-large, effectively responding to the needs and desires of an increasingly older population requires ongoing acceptance and support from campus leaders to maintain momentum and stay relevant within a dynamic field. This session will describe the intentional and systematic approach utilized by an AFU steering committee to build interest in and develop meaningful collaborations in multiple domains across campus, including at the level of the president. Our initiatives focus on five themes that align with the 10 age-friendly university principles: support for workforce development, broadening community engagement, expanding engagement in aging research and dissemination, addressing barriers related to aging and our physical environment, and facilitating age-friendly efforts across our state. We will present our experiences in expanding awareness of and support for the AFU movement on our campus and share a model for institutions seeking ideas for sustainability of their own initiatives.

scholarly journals Prometheus bound? European initiatives and trends on Higher Education and their association with economic competiveness, skills and employability.

2021 ◽  
Vol 8 (12) ◽  
pp. 105-111
Author(s):  
Nikos Eystathios Papadakis ◽  
Maria Drakaki
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
Bologna Process ◽  
Subsequent Development ◽  
Potential Contribution ◽  
European Higher Education ◽  
Higher Education And Society ◽  
Education And Society ◽  
The Bologna Process ◽  
Gradual Transformation

Globalization and increasing internationalization of Higher Education has clearly resulted in a persistent demand for the further transformation of Higher Education Institutes (HEIs), towards competitiveness and contribution to development. What is actually in stake is the employability, while another key issue is the harmonization with the economy and the labor market. That raises, of course, a lot of issues concerning the gradual transformation of the Higher Education and the relation between Higher Education and Society at Large. Globalization has affected all the abovementioned, which is crystal clear in large scale initiatives, in Europe, such as the “Bologna Process” and the subsequent development of the European Higher Education Area, in the case of Europe. Given all the abovementioned, the present article mainly focuses on the European trends, transformations and initiatives in Higher Education, related to HEIs’ active and potential contribution to economic development and the enhancement of graduates’ employability and skills.  

scholarly journals Faculty in Contemporary Kyrgyzstan: Reactions to Reforms

2021 ◽  
Vol 7 (1) ◽  
Author(s):  
Martha Merrill ◽  
Janara Baitugolova ◽  
Chynarkul Ryskulova
Keyword(s):  
Higher Education ◽  
Support Systems ◽  
Public Institutions ◽  
Faculty Members ◽  
Professional Lives ◽  
Private Institutions ◽  
Credit Hours ◽  
Higher Education And Society ◽  
Education And Society

After Kyrgyzstan’s independence, reforms were implemented in higher education: new degrees, credit hours, private institutions, tuition in public institutions, and independent accreditation. However, faculty reactions to these reforms have not previously been studied. The authors conducted 57 interviews in four locations over three years. Our findings show that, first, interviewees discussed all kinds of changes in higher education and society. Second, participants were undergoing “concurrent stresses” (Anderson, Goodman, and Schlossberg, 2012) – their personal as well as professional lives were changing. Third, opinions differed. We analyzed these according to three of Schlossberg’s “4 S’s”: differences in faculty selves, situations, and support systems. However, few participants described strategies for dealing with the changes. Fourth, nearly all spoke of the reforms as something not under their control. Fifth, very few faculty members described the changes as unilaterally negative or positive.  Most said, “I like this, but not that.”

Toward greater access and impact: Directions for a sociological understanding of Philippine higher education

2020 ◽  
pp. 095042222095406
Author(s):  
Jose Eos Trinidad ◽  
Enrique Niño P. Leviste
Keyword(s):  
Higher Education ◽  
Empirical Studies ◽  
National Development ◽  
The Philippines ◽  
Access To Higher Education ◽  
Industry Growth ◽  
Higher Education And Society ◽  
Conceptual Study ◽  
Impact Of Higher Education ◽  
Education And Society

In the Philippines and many other developing countries higher education has a special function, not only with regard to educating students for jobs but also with regard to partnerships for industry growth, research for national development and the formation of critical leaders in society. However, these aims are impeded by issues of access and the unclear impact of higher education and society on each other. In this conceptual study, the authors highlight four directions for a sociological analysis of Philippine higher education: students’ access to higher education, its organization and whether it promotes or impedes access, institutions’ responses to social, economic and technological changes, and their active influence on society. By reviewing and organizing different frameworks and empirical studies, the authors suggest ways of understanding higher education in the Philippines and how a sociological perspective can clarify postsecondary institutions’ role in promoting access for students and having a greater impact on society. Having this sociological consciousness can help administrators, instructors, students and industry leaders to be aware of how higher education in developing contexts can be leveraged for societal development.

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