Theoretical Approaches to Higher Education

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
Human Rights ◽  
Cultural Sensitivity ◽  
Higher Education Policy ◽  
Teaching And Learning ◽  
Free Market ◽  
Theoretical Models ◽  
Theoretical Approaches ◽  
Human Rights Norms ◽  
Human Rights Based Approach

This chapter explores two general theoretical models that are used to frame higher education policy. Under the market-based approach to higher education teaching and learning, higher education is provided through the free market. This approach is based on the principles of competition, privitisation, and absence of government intervention. In contrast, a human rights-based approach to higher education seeks to translate the human right to higher education and operationalise it. The principles of a human rights-based approach include integration and mainstreaming of human rights norms, accountability, non-discrimination and equality, participation, dignity, interdependence and indivisibility, and cultural sensitivity. The chapter evaluates the theoretical effectiveness of these two models.

The Human Rights-Based Approach to Higher Education

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
Human Rights ◽  
Education Policy ◽  
Higher Education Policy ◽  
Teaching And Learning ◽  
Theoretical Models ◽  
Human Right ◽  
Cultural Rights ◽  
Higher Education Policies ◽  
Human Rights Based Approach

A human right to higher education was included in the International Covenant on Economic, Social and Cultural Rights (ICESCR), which came into force in 1976. Yet the world has changed significantly since it was drafted. State legislation and policies have generally followed a neo-liberal trajectory, shifting the perception of higher education from being a public good to being a commodity. This model has been criticised, particularly because it generally reinforces social inequality. At the same time, attaining higher education has become more important than ever. Higher education is a prerequisite for many jobs, and those who have attained higher education enjoy improved life circumstances. This book seeks to determine whether there is still a place for the human right to higher education in the current international context. In seeking to answer this question, this book compares and contrasts two general theoretical models that are used to frame higher education policy: the market-based approach and the human rights-based approach. In doing so, it seeks to contribute to an understanding of the likely effectiveness of market-based versus human rights-based approaches to higher education provision in terms of teaching and learning. This understanding should enable the development of more considered, sophisticated and ultimately successful higher education policies. This book contends that a human rights-based approach to higher education policy is more likely to enable the achievement of higher education purposes than a market-based approach. In reaching this conclusion, the book identifies some strategic considerations of relevance for advocates of a human rights-based approach in this context.

Practical Approaches to Higher Education

2018 ◽  
Author(s):  
Jane Kotzmann
Keyword(s):  
Higher Education ◽  
United States ◽  
Human Rights ◽  
Teaching And Learning ◽  
Real Life ◽  
Theoretical Models ◽  
The United States ◽  
Education Systems ◽  
Higher Education Systems ◽  
Human Rights Based Approach

This chapter explores the real-life operation of six higher education systems that align with the theoretical models identified in Chapter 2. Three states follow a largely market-based approach: Chile, England, and the United States. Three states follow a largely human rights-based approach: Finland, Iceland, and Sweden. The chapter describes each system in terms of how it aligns with the particular model before evaluating the system in relation to the signs and measures of successful higher education systems identified in Chapter 3. This chapter provides conclusions as to the relative likelihood of each approach facilitating the achievement of higher education teaching and learning purposes.

scholarly journals National Wisdoms and the ASEAN Human Rights Legal Regime

2017 ◽  
Vol 1 (1) ◽  
pp. 46
Author(s):  
Heribertus Jaka Triyana
Keyword(s):  
Human Rights ◽  
Disaster Management ◽  
Disaster Response ◽  
East Asian ◽  
Asian Countries ◽  
Legal Regime ◽  
Human Rights Protection ◽  
Rights Protection ◽  
Human Rights Norms ◽  
Human Rights Based Approach

Recently, the discourse on the relation between local wisdom and human rights shows its relevance. This article describes and critically examines the human rights norms and procedures with regards to common local wisdoms to remedy and redress human rights problems in South East Asian countries. It takes an example of redressing problem in rights to development and also focuses on the application of the ASEAN agreement on Disaster Management Response to contextualize role and influence of local wisdoms to manage and to mitigate disaster response within the ASEAN human rights protection. This writing also highlights that human rights based approach is needed in the implementation of the ASEAN human rights norms and mechanisms in accordance to local wisdoms of respective countries where disaster occurs.

scholarly journals Public deliberation as a teaching andragogy: Implications for adult student learning from a doctoral higher education policy course

2013 ◽  
pp. 95-108 ◽  
Author(s):  
Matthew Johnson ◽  
Margaret Partlo ◽  
Tammy Hullender ◽  
Emmanuel Akanwa ◽  
Heather Burke ◽  
...  
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Education Policy ◽  
Higher Education Policy ◽  
Teaching And Learning ◽  
Public Deliberation ◽  
Adult Student ◽  
Student Agency ◽  
Taking Action

Public deliberation provides an inclusive and robust mechanism for making shared decisions in community and political settings; however, its application to teaching and learning remains underutilized (McMillan & Harriger, 2007). This manuscript reports on a case study of the use of public deliberation as a teaching andragogy in a graduate level course in higher education policy, which showed that public deliberation creates greater ownership of the course, fosters critical thinking and student agency, and implicates taking action.

scholarly journals A summary of the National Forum’s Review of the Existing Higher Education Policy Landscape for Digital Teaching and Learning in Ireland

2018 ◽  
Vol 2 ◽  
Author(s):  
Tony Murphy ◽  
Terry Maguire
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Learning Environment ◽  
Digital Technology ◽  
Higher Education Policy ◽  
Teaching And Learning ◽  
Flexible Learning ◽  
Challenges And Opportunities

This summary outlines the findings that emerged from the National Forum’s project on higher education policy and the challenges and opportunities posed for teaching and learning by digital technology. The project sought to define whether existing policies were enabling and reflected the language of digital teaching and learning. The summary discusses the findings within the wider context of a national and international drive toward utilising digital technology to facilitate a more flexible learning environment.

scholarly journals Critical reflections on staff-student partnership and ‘re-interpreting’ journal submissions

2018 ◽  
Vol 1 (1) ◽  
pp. 101-108
Author(s):  
Lorna Mary Cork
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Teaching And Learning ◽  
Digital Literacies ◽  
Teaching Excellence ◽  
Scholarly Community ◽  
Personal Reflections ◽  
Student Reflections ◽  
Diverse Groups

This thoughtpiece shares some personal reflections on a distinctively different approach to student-staff collaboration, whereby students ‘re-interpret’ scholarly submissions to this new HE journal for a wider audience. Student and staff motivations for becoming involved in this work of partnering are examined, and values and ‘intrigue’ are uncovered as contributing to partnership-readiness and sustaining interest. Students engaged critically with Higher Education policy and theory; particularly the Teaching Excellence Framework (TEF) and the concept of a ladder of partnership. The collaboration offers different conceptual lenses, revealing possibilities for the co-creation of a student-staff scholarly community. Student reflections reveal digital literacies for producing re-interpretations and the ‘softer’ skills for collaborating in diverse groups.  However, the key appeal of getting involved is not, as may be assumed, for benefits such as employability, it is the opportunity of collaborating across disciplines and as an equal partner with staff,  where their voices contribute to real debates about teaching and learning in HE.

Governing Quality: Positioning Student Learning as a Core Objective of Institutional and System-Level Governance

2014 ◽  
Vol 2 (2) ◽  
pp. 189-203 ◽  
Author(s):  
Glen A. Jones
Keyword(s):  
Higher Education ◽  
Student Learning ◽  
Higher Education Policy ◽  
Teaching And Learning ◽  
System Level ◽  
Governance Reform ◽  
Institutional Governance ◽  
Decision Making Processes ◽  
Quality In Higher Education ◽  
Governance Arrangements

Abstract How do we govern quality in higher education? “Governance” and “quality” are wicked problems in higher education policy, and there is frequently a disconnect between the formal governance structures and decision-making processes of the university, and the discussion of quality in terms of student learning. Drawing on recent studies of university governance in Canada (and elsewhere), the author argues that institutional governance arrangements often avoid issues of quality in teaching and learning. The author argues that student learning must be positioned as a core objective within institutional and system-level governance arrangements, and that it is only through in-depth institutional and system-level engagement in the discussion of educational quality that sustained and broadly-based quality improvement can take place. Enhancing quality must be a key objective of governance reform.

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