The Present Is a Foreign Country (Global Trends)

2018 ◽  
Author(s):  
R.V. Vaidyanatha Ayyar
Keyword(s):  
Higher Education ◽  
Information Technologies ◽  
The United States ◽  
Student Body ◽  
Mass System ◽  
Global Trends ◽  
Higher Education System ◽  
Higher Education Financing ◽  
Nuanced Understanding ◽  
Globalization Of Education

This chapter offers an overview of the global trends in education systems driven by the five inter-connected forces: democratization of the society, rise of private education, globalization, advent of new information technologies, and knowledge economy. This overview is offered so that there could be a more nuanced understanding of the gales of creative destruction which spectacularly altered the Indian education landscape. It outlines the consequences of the transition of a higher education system transits from an elite system with low levels of enrolment to a mass system with very high levels of enrolment: extraordinary diversification of the purpose of higher education, financing, student body, and content and process of higher education. It outlines the salient features of internationalization and globalization of education, of General Agreement on Trade in Services (GATS), the private revolution in higher education and the quality assurance mechanisms. The overview focuses on the developments in some countries like the United States, United Kingdom, France, and China.

scholarly journals Minorities in Higher Education in the United States: Their Status and Disparities in Student and Faculty Representation in a Midwest Research I University

2018 ◽  
Vol 9 (1) ◽  
pp. 68
Author(s):  
Shatomi Luster-Edward ◽  
Barbara N. Martin
Keyword(s):  
Higher Education ◽  
The United States ◽  
Minority Faculty ◽  
Student Body ◽  
Higher Education System ◽  
Policies And Procedures ◽  
Education Leaders ◽  
Higher Education Leaders ◽  
The University ◽  
Organizational Value

This paper investigated diversity disparity in high education relating to faculty and the student body. The research identified the perceived leadership behaviors, policies, and procedures determined by minority faculty and students contributing to minority populations disparities within the University. The conclusions suggested higher education leaders should embrace and encourage differences and implement strategies that will adequately support inclusive policies within the higher education system to increase the organizational value of diversity through equitable populations.

Educational Entrepreneurs in Tamil Nadu - A Profile

2015 ◽  
Vol 4 (1) ◽  
Author(s):  
Siluvai Raja
Keyword(s):  
Higher Education ◽  
United States ◽  
World Bank ◽  
Education System ◽  
Tamil Nadu ◽  
The United States ◽  
Educational Institutions ◽  
Higher Education System ◽  
The Third ◽  
The World

Education has been considered as an indispensable asset of every individual, community and nation today. Indias higher education system is the third largest in the world, after China and the United States (World Bank). Tamil Nadu occupies the first place in terms of possession of higher educational institutions in the private sector in the country with over 46 percent(27) universities, 94 percent(464) professional colleges and 65 percent(383) arts and science colleges(2011). Studies to understand the profile of the entrepreneurs providing higher education either in India or Tamil Nadu were hardly available. This paper attempts to map the demographic profile of the entrepreneurs providing higher education in Arts and Science colleges in Tamil Nadu through an empirical analysis, carried out among 25 entrepreneurs spread across the state. This paper presents a summary of major inferences of the analysis.

Broad Access and Steep Stratification in the First Mass System: High Participation Higher Education in the United States of America

2018 ◽  
pp. 227-265 ◽  
Author(s):  
Brendan Cantwell
Keyword(s):  
Higher Education ◽  
United States ◽  
System Development ◽  
The United States ◽  
Present Condition ◽  
History Of Higher Education ◽  
Higher Education System ◽  
High Participation ◽  
The Usa ◽  
History Of

This chapter provides a detailed and extensive assessment of the United States of America’s (USA) high participation systems (HPS) of higher education. It considers the history of higher education, system development, and the present condition of higher education in the country. The USA was the first HPS and the American system remains globally influential. Higher education in the USA is a massive enterprise, defined by both excellent and dubious providers, broad inclusion, and steep inequality. The chapter further examines higher education in the USA in light of the seventeen HPS propositions. Perhaps more so than any other system, the American HPS conforms to the propositions. Notably, higher education in the USA is both more diverse horizontally, and stratified vertically, than most other HPS.

Whose pedagogy is it anyway? Decolonizing the syllabus through a critical embrace of difference

2020 ◽  
pp. 016344372098092
Author(s):  
Sulafa Zidani
Keyword(s):  
Higher Education ◽  
Critical Pedagogy ◽  
White Male ◽  
The United States ◽  
Participatory Culture ◽  
Education Student ◽  
Student Body ◽  
Media Communication ◽  
Body Of Knowledge ◽  
Communication Culture

The higher-education student body in the United States is increasingly diverse. Diversity and transnationalism are present in the classroom through the increased numbers of students and instructors who are international and/or non-White-identifying. However, syllabi in media, communication, and cultural studies remain centered around an orthodox body of literature that has come to be conceived of as the canon, consisting of scholars who are mostly white, male, and U.S.-American or European. This essay brings communication, culture, and media studies theories into conversation with critical pedagogy to suggest changes in the organization of syllabi and class activities. Namely, I use participatory culture, critical and decolonial pedagogical theories, and Black and transnational feminist pedagogy, to suggest a critical embrace of different as an approach for designing syllabi that center the students rather than the Western-rooted tradition. This paper is part of the critical body of knowledge that pushes for a decolonizing and transnationalizing intervention in higher education.

The Road Ahead for America's Colleges and Universities

2017 ◽  
Author(s):  
Robert B. Archibald ◽  
David H. Feldman
Keyword(s):  
Higher Education ◽  
Public Discourse ◽  
Returning Students ◽  
The United States ◽  
Colleges And Universities ◽  
Higher Education System ◽  
The Road ◽  
The Future ◽  
Four Year Institutions ◽  
Age Range

This book evaluates the threats—real and perceived—that American colleges and universities must confront over the next thirty years. Those threats include rising costs endemic to personal services like higher education, growing income inequality in the United States that affects how much families can pay, demographic changes that will affect demand, and labor market changes that could affect the value of a degree. The book also evaluates changing patterns of state and federal support for higher education, and new digital technologies rippling through the entire economy. Although there will be great challenges ahead for America’s complex mix of colleges and universities, this book’s analysis is an antidote to the language of crisis that dominates contemporary public discourse. The bundle of services that four-year colleges and universities provide likely will retain their value for the traditional age range of college students. The division between in-person education for most younger students and online coursework for older and returning students appears quite stable. This book provides a view that is less pessimistic about the present, but more worried about the future. The diverse American system of four-year institutions is resilient and adaptable. But the threats this book identifies will weigh most heavily on the schools that disproportionately serve America’s most at-risk students. The future could cement in place a bifurcated higher education system, one for the children of privilege and great potential and one for the riskier social investment in the children of disadvantage.

Assessment in American Higher Education: The Role of Admissions Tests

2019 ◽  
Vol 683 (1) ◽  
pp. 130-148 ◽  
Author(s):  
Rebecca Zwick
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
College Performance ◽  
Admissions Tests ◽  
Higher Education System ◽  
Wide Range ◽  
Test Optional ◽  
The Impact

In this article, I review the role of college admissions tests in the United States and consider the fairness issues surrounding their use. The two main tests are the SAT, first administered in 1926, and the ACT, first given in 1959. Scores on these tests have been shown to contribute to the prediction of college performance, but their role in the admissions process varies widely across colleges. Although test scores are consistently listed as one of the most important admissions factors in national surveys of postsecondary institutions, an increasing number of schools have adopted “test-optional” policies. At these institutions, test score requirements are seen as a barrier to campus diversity because of the large performance gaps among ethnic and socioeconomic groups. Fortunately, the decentralized higher education system in the United States can accommodate a wide range of admissions policies. It is essential, however, that the impact of admissions policy changes be studied and that the resource implications of these changes be thoroughly considered.

scholarly journals Quality management systems of higher education (based on the example of the USA, Greatbritain, Norway and Finland)

2021 ◽  
pp. 216-223
Author(s):  
Sh. K. Suleimenova
Keyword(s):  
Higher Education ◽  
Quality Management ◽  
Education System ◽  
The United States ◽  
Higher Education System ◽  
Quality Of Higher Education ◽  
The World ◽  
The Usa ◽  
The Impact

At the present stage, Kazakhstan is in new socio-political, economic and international conditions caused by growing globalization. This determines, on the one hand, a significant impact on the development of the education system of Kazakhstan of world educational trends, on the other hand, the market nature of the national economy determines the inevitability of the impact of education in general, and educational services, in particular, on the country's economy and its development through the capitalization of knowledge. Currently, Kazakhstan's universities are developing in accordance with the trends that have developed in the world and domestic economy, among which globalization stands out. The modern Kazakh higher education is characterized by the desire to integrate into the world educational space. The purpose of this article is to study the international experience in managing the quality of higher education on the example of some European countries and the United States of America. The modern two models of quality management of higher education in the global educational space are characterized and the model of assessing the quality of higher education in Kazakhstan is determined. The article analyzes the Kazakh legislation in the field of state control and assessment of the quality of higher education. The best approaches to assessing the quality of higher education for the Kazakh higher education system have been identified, following the example of the foreign countries under consideration. To write the article such methods of research as analysis of legal acts and documents, case study, deduction and generalization were used.

scholarly journals Career advancement comparative perspective study of university lecturer

2021 ◽  
Vol 9 (1) ◽  
Author(s):  
Maya Kurniawati ◽  
Choirul Saleh ◽  
M.R. Khairul Muluk
Keyword(s):  
Higher Education ◽  
Education System ◽  
Career Advancement ◽  
Academic Career ◽  
The United States ◽  
Higher Education System ◽  
The Usa ◽  
World Class ◽  
Research Questions ◽  
Insight Into

Globalization and international standard universities trend drive the higher education system to become more dynamic and innovative. The lecturer is a profession that drives and encourages university competitiveness. Therefore, better career advancement and development are vital in encouraging higher education competitiveness. The United States of America (USA) is currently a world-class university orientation, followed by Australia. Hence, other countries, especially developing countries, should know the USA and Australia higher education system, especially in the lecturers’ career advancement and development. This study is necessary to answer research questions about comparing academic career advancement systems in the USA and Australia. This study will give other countries new insight into academic career advancement. The researchers apply the findings from a systematic review. This study focuses on six aspects discussed: regulations, educational qualifications, lecturer obligation status in the higher education, career ladder, career advancement stages, and the lecturers' duties also responsibilities in lecturer career advancement in the USA and Australia. This study examines the gap between lecturers' career advancement systems in the USA and Australia comprehensively. The researchers observe by analyzing the strengths and weaknesses of the lecturer career advancement system in the USA and Australia. Also, the researchers compare the results using comparative public administration theory.

scholarly journals The use of innovative technologies to enhance the cognitive activity of students

2021 ◽  
Vol 273 ◽  
pp. 12110
Author(s):  
Yanina Morozova ◽  
Oksana Rozhnenko
Keyword(s):  
Higher Education ◽  
Educational System ◽  
Education System ◽  
Information Technologies ◽  
Cognitive Activity ◽  
Digital Technologies ◽  
Educational Process ◽  
Educational Activities ◽  
Higher Education System ◽  
Modern Information

The modern educational system has a peculiarity: acting as a user, it simultaneously stimulates the development of information and digital technologies. This characteristic is especially come out in the higher education system. At the same time, despite the objective and subjective attractiveness of modern information and digital technologies, it is necessary to realize that their adaptation is, although effective, but still an auxiliary tool in the organization and implementation of the educational process. The introduction of information technologies into the educational process makes it possible to significantly enrich the process of transferring knowledge from teacher to student, to facilitate understanding of complex topics, to level the repetitive monotony in the classroom, to increase the motivation of educational activities, to intensify the activities of students in the classroom, to form a conscious attitude to the educational process, etc. At the same time, the use of information and digital technologies should be justified, logically expedient, designed to complement (and not replace) the teacher's activities in the classroom.

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