Critical Factors and Forces Influencing Higher Education in the Twenty-First Century

2019 ◽  
pp. 174-191
Author(s):  
Antony Drew ◽  
Gordon Redding ◽  
Trevor Harley
Keyword(s):  
Higher Education ◽  
Large Scale ◽  
External Environment ◽  
First Century ◽  
Societal Implications ◽  
Global Changes ◽  
Critical Factors ◽  
Civic Society ◽  
Twenty First Century ◽  
Strategic Autonomy

This chapter acts as a bridge between the previous chapters which focus on education and societal evolution plus the main types of university seen in terms of strategic autonomy; and the following chapters which address the large-scale global changes and their operational implications, the management of universities in the new conditions, and the societal implications of the changing world of higher education. This chapter adopts a strategic management perspective to highlight the critical factors and forces affecting HE now and into the foreseeable future. By examining the external environment in terms of both the macro (external) environment and meso (more immediate) environment, it highlights the key factors and forces of which policy makers, government officials, leaders and managers in universities, industry and civic society need to be cognizant, if they are to ensure HE continues to be relevant to the twenty-first century.

Gang Research in the Twenty-First Century

2021 ◽  
Vol 5 (1) ◽  
Author(s):  
Caylin Louis Moore ◽  
Forrest Stuart
Keyword(s):  
Large Scale ◽  
Criminological Theory ◽  
First Century ◽  
Annual Review ◽  
Publication Date ◽  
Theoretical Frameworks ◽  
Twenty First Century ◽  
State Interventions ◽  
And Behavior ◽  
Analytical Approaches

For nearly a century, gang scholarship has remained foundational to criminological theory and method. Twenty-first-century scholarship continues to refine and, in some cases, supplant long-held axioms about gang formation, organization, and behavior. Recent advances can be traced to shifts in the empirical social reality and conditions within which gangs exist and act. We draw out this relationship—between the ontological and epistemological—by identifying key macrostructural shifts that have transformed gang composition and behavior and, in turn, forced scholars to revise dominant theoretical frameworks and analytical approaches. These shifts include large-scale economic transformations, the expansion of punitive state interventions, the proliferation of the Internet and social media, intensified globalization, and the increasing presence of women and LGBTQ individuals in gangs and gang research. By introducing historically unprecedented conditions and actors, these developments provide novel opportunities to reconsider previous analyses of gang structure, violence, and other related objects of inquiry. Expected final online publication date for the Annual Review of Criminology, Volume 5 is January 2022. Please see http://www.annualreviews.org/page/journal/pubdates for revised estimates.

scholarly journals Pedagogical practice preferences among generational groups of learners: Towards effective twenty-first century higher education

2020 ◽  
Vol 17 (5) ◽  
pp. 84-103
Author(s):  
Ruth Ortega-Dela Cruz ◽  
Keyword(s):  
Higher Education ◽  
First Century ◽  
Pedagogical Practices ◽  
Net Generation ◽  
Pedagogical Practice ◽  
Continuous Change ◽  
Present Generation ◽  
Significant Difference ◽  
Generational Groups ◽  
Twenty First Century

Facilitating learning for the students nowadays demands so much from the educators. This makes the role of higher education institutions (HEIs) more challenging as they look upon the needs of the present generation. This study sought answer to that need by determining the most preferred pedagogical practices that have impact on the students’ ability to stay motivated and learn effectively. Randomly selected higher education students including bachelor, masters’ and doctorate students were surveyed. Majority of the students belong to the so-called Net Generation. They prefer pedagogical practices that engage multiple channels of learning and on ways of assessing the learning outcomes. They thrive more on relevant, applicable, active learning and project-based tasks while working with their learning partners including faculty and students of shared interests. Results of correlation analysis revealed a significant relationship between students’ demographics, and their preferences for pedagogical practices. Analysis of Variance indicated highly significant difference in the preferences for pedagogical practices across generational groups of students. Higher education is indeed changing and thus requires continuous change and improvement on the part of educators who find comfort in utilizing the twentieth century pedagogical practices. Now that innovations and technological breakthroughs are inevitable, educators must take a stand and set the bar in promoting effective twenty-first century higher education.

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