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.

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.

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.

Historical Review of Distance and Online Education from 1700s to 2021 in the United States: Instructional Design and Pivotal Pedagogy in Higher Education

2021 ◽  
Vol 8 (1) ◽  
Author(s):  
Kristen Betts ◽  
Brian Delaney ◽  
Tamara Galoyan ◽  
William Lynch
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Design ◽  
Online Education ◽  
Teaching And Learning ◽  
Historical Review ◽  
The United States ◽  
Face To Face ◽  
Education Leaders ◽  
Higher Education Leaders

In March 2020, the coronavirus disease 2019 (COVID-19) pandemic disrupted education worldwide. In the United States, the pandemic forced colleges and universities across the nation to adopt quickly emergency remote teaching and learning. The ability to pivot instruction seamlessly and effectively across learning formats (e.g., face-to-face, hybrid, online) while supporting student engagement, learning, and completion in an authentic and high-quality manner challenged higher education leaders. This historical review of the literature examines distance and online education from the 1700s to 2021 to identify how external and internal pressures and opportunities have impacted and influenced the evolution of educational formats pre-COVID-19, and how they will continue to evolve post pandemic. This historical review also explores how instructional design and pedagogy have been and continue to be influenced by technological advancements, emerging research from the Learning Sciences and Mind (psychology), Brain (neuroscience), and Education (pedagogy) science.

The Implementation of Wi-Fi Technology in Higher Education in the United States

2011 ◽  
pp. 365-382
Author(s):  
Xubin Cao ◽  
Eric Y. Lu ◽  
Hongyan Ma
Keyword(s):  
Higher Education ◽  
United States ◽  
Instructional Strategies ◽  
Teaching And Learning ◽  
The United States ◽  
Great Promise ◽  
Ohio University ◽  
Technology In Higher Education

This chapter discusses the implementation of Wi-Fi technology in higher education of the United States. It includes Wi-Fi standards, security, the adoption of the technology, Wi-Fi to support teaching and learning, and challenges of Wi-Fi implementation. The last section is a case study of Wi-Fi at Ohio University. Although Wi-Fi technology has a great promise in higher education, institutions are still at the beginning stage of adoption. Institutions need to make a long-term sustainable plan to develop instructional strategies, successful practices, and technology supports to improve teaching and learning using Wi-Fi technology

A Case for Caution: Twenty-One Years of Bologna and Ramifications for the U.S. Higher Education

2021 ◽  
pp. 002205742110325
Author(s):  
Zachary Mngo
Keyword(s):  
Higher Education ◽  
United States ◽  
Tertiary Education ◽  
Bologna Process ◽  
The United States ◽  
Asia Pacific ◽  
Education Systems ◽  
Faculty Mobility ◽  
Education Market ◽  
Higher Education Market

The spread and influence of older European higher education models and the current Bologna Process (BP) is strongly linked to its colonial and neocolonial hegemony. However, the 1999 convergence of European models under the umbrella of the BP reform has had implications beyond the colonial and neocolonial spheres, with its effects impacting even the well-established and reputable education systems of North America. Unlike the countries of Africa, Latin America, the Caribbean, Asia Pacific, and the United States did not have any reasons to embrace the BP models. However, they are indirectly affected by it. The international nature of academe, characterized by cooperation and exchanges, has made it impossible for United States tertiary education systems to avoid the effects of the European BP reform entirely. Student and faculty mobility, transferability of degrees, and joint and dual degree offerings have increased significantly as a result of the “external dimension” objectives of the Bologna reform. The highly globalized higher education market is characterized by partnerships and exchanges, including competition between European and the United States colleges and universities over international students. The BP ultimately has and will likely continue to influence the calculations of higher education stakeholders in the United States.

Ghosts of Sheridan Circle

2019 ◽  
Author(s):  
Alan McPherson
Keyword(s):  
United States ◽  
Human Rights ◽  
Cold War ◽  
Real Life ◽  
The United States ◽  
Political Leaders ◽  
Police Investigation ◽  
The World ◽  
Augusto Pinochet ◽  
History Of

On September 21, 1976, a car bomb killed Orlando Letelier, the former Chilean ambassador to the United States, along with his US colleague Ronni Moffitt. The murder shocked the world, especially because of its setting--Sheridan Circle, in the heart of Washington, D.C. Letelier’s widow and her allies immediately suspected the secret police of Chilean dictator Augusto Pinochet, who eliminated opponents around the world. Because US political leaders saw the tyrant as a Cold War ally, they failed to warn him against assassinating Letelier and hesitated to blame him afterward. Government investigators and diplomats, however, pledged to find the killers, defying a monstrous, secretive regime. Was justice attainable? Finding out would take nearly two decades. With interviews from three continents, never-before-used documents, and recently declassified sources that conclude that Pinochet himself ordered the hit and then covered it up, Alan McPherson has produced the definitive history of one of the Cold War’s most consequential assassinations. The Letelier car bomb forever changed counterterrorism, human rights, and democracy. This page-turning real-life political thriller combines a police investigation, diplomatic intrigue, courtroom drama, and survivors’ tales of sorrow and tenacity.

scholarly journals Redistributing work during COVID-19: Penn State University Libraries’ job bank

2020 ◽  
Vol 81 (8) ◽  
pp. 394
Author(s):  
Leo S. Lo ◽  
Binky Lush ◽  
Dace Freivaids
Keyword(s):  
Higher Education ◽  
United States ◽  
Teaching And Learning ◽  
The United States ◽  
Colleges And Universities ◽  
State University ◽  
University Libraries ◽  
Penn State ◽  
The Impact ◽  
Financial Losses

March 2020 became a pivoting moment for higher education in the United States, when the COVID-19 pandemic forced colleges and universities to switch to remote delivery of instruction within weeks. The impact of this event is deep and far-reaching. There is already a deluge of articles about how most faculty and students have had to adjust to a new way of teaching and learning--or how administrators have had to brace for financial losses. However, little has been written about the situations librarians and library staff are facing.

Tuning the discipline of history in the United States: Harmony (and dissonance) in teaching and learning

2017 ◽  
Vol 16 (4) ◽  
pp. 337-357
Author(s):  
Daniel J McInerney
Keyword(s):  
Higher Education ◽  
United States ◽  
Teaching And Learning ◽  
The United States ◽  
Union Commitment ◽  
The Us ◽  
Educational Structures ◽  
Coherent Frame ◽  
Pro Forma

Tuning's progress in the discipline of history in the United States since 2009 illustrates the project's continuing capacity to develop “educational structures and programmes on the basis of diversity and autonomy”, maintaining the initiative's original European Union commitment in a markedly different academic environment across the Atlantic. Struggling initially against a backdrop of confusion, hesitancy, and resistance among US faculty, Tuning has been adopted by a steadily expanding number of educators in individual institutions, state systems, and the history discipline's premier professional society. Though operating, at times, in an uneven, imprecise, or pro forma manner, Tuning in the US manages to address several important goals: bringing a more coherent frame of reference to scattered conversations about higher education; framing a more meaningful discussion about the knowledge, skills, and non-monetized “value” developed through higher education; focusing on the central role of faculty discipline experts in the work of assessment, accreditation, and accountability; and engaging professional scholarly societies on questions of teaching and learning.

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