Educating for the Cooperative Society

2019 ◽  
pp. 373-385
Author(s):  
Mehmet Murat Erguvan ◽  
Nikoloz Parjanadze ◽  
Kevin Hirschi
Keyword(s):  
Higher Education ◽  
First Century ◽  
Crucial Importance ◽  
Institutional Practices ◽  
Knowledge Based ◽  
Cooperative Society ◽  
Global Challenges ◽  
Modern Knowledge ◽  
Access To Knowledge ◽  
The University

The concept of citizenship needs to be redefined in the twenty-first century to emphasize the notion of cooperation amongst individuals, as the institutional action that often results can have a crucial importance in politics, the economy, and culture, at the local, regional, global, and individual levels. This requires the shaping of new societal consciousness. Education, especially higher education, has to assume major responsibility in this process, as it has done historically. This may well entail a revised concept of citizenship—not only through curricular changes but also through institutional practices. Responsible citizens should act in coordination with each other following the new requirements of a modern knowledge-based society reacting to global challenges. This is in line with another mission of the university—that of public good—providing individuals with access to knowledge so that citizens develop professionally, acquire new skills, and become competitive in local and global labour markets. In a century of transformational global change, it is now more than ever the mission of higher education institutions to cultivate citizens capable of tackling local and global challenges in an innovative but also cooperative manner.

Building an Innovative and Entrepreneurial Dimension in an Institution of Higher Education

2020 ◽  
Vol 7 (2) ◽  
pp. 200-214
Author(s):  
Ron Corso
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Working Environment ◽  
First Century ◽  
Disruptive Effect ◽  
Institutions Of Higher Education ◽  
End User ◽  
New Research ◽  
The University

Institutions of higher education in the twenty-first century are undergoing a transformation locally and globally from traditional pillars of learning to being more entrepreneurial in their core business. There is increasing pressure on universities to becoming more flexible and adaptable as organizations and in the graduate attributes, they imbed in their students. There is a need to build deeper links with business, to both maximize innovation and promote growth, to ensure students are equipped to excel in the workforce. This change is having a disruptive effect on the role of universities, from classical research institutions to entrepreneurial universities mimicking more of the modern workplace working environment, requiring autonomy in their decision-making and in the way new research is developed, implemented and transferred in the relationships formed within their respective regions. This article outlines work in progress on the University of South Australia’s attempts to rebrand itself as a University of Innovation and Enterprise (Australia’s University of Enterprise) in both its end-user inspired research outcomes and industry-informed teaching and learning.

scholarly journals Resources and competencies as major determinants of university models 4.0

2020 ◽  
Vol 159 ◽  
pp. 09001
Author(s):  
Zabira Madaliуeva ◽  
Gulmira Kassen ◽  
Nazira Sadykova ◽  
Laura Baimoldina ◽  
Shynar Zakaryanova
Keyword(s):  
Higher Education ◽  
Modern Society ◽  
Fourth Generation ◽  
Modern World ◽  
Generation Model ◽  
Global Challenges ◽  
Main Determinants ◽  
The University ◽  
New Generation

The article considers the concept of resources and competences in the context of the transition of universities to a new generation model - “University 4.0.” Based on an analysis of the historical variability of university models, it is justified that resources and competencies act as the main determinants of the 4.0 university model in the modern realities of higher education. The analysis of sources claims that the movement from University 1.0 to University 4.0 increases the level of “transition” of talent and knowledge. In this way, the authors reach to the concept of “resources,” as supra-competent determinants of the growth of the university. Based on the analysis of the global challenges of the modern world, the need to distinguish the spiritual mission of universities as important actors in the development of modern society is justified. Is presented the model of the University of the Fourth Generation, developed by Al-Farabi KazNU.

scholarly journals Scientific Theology? Herman Bavinck and Adolf Schlatter on the Place of Theology in the University

2013 ◽  
Vol 7 (1) ◽  
pp. 27-50 ◽  
Author(s):  
James Eglinton ◽  
Michael Bräutigam
Keyword(s):  
Higher Education ◽  
First Century ◽  
Academic Context ◽  
Higher Education Act ◽  
Twenty First Century ◽  
Education Act ◽  
The University

Abstract This article, primarily historical in focus, explores the contributions of Herman Bavinck (1854-1921) and Adolf Schlatter (1852-1938) to discussion on the place of theology within the university. Schlatter’s belief that theology is a science belonging within the academy is explored via his debate with Paul Jäger on the possibility of ‘atheistic theology’. Bavinck’s similar convictions, it is seen, were formed in response to the Higher Education Act (1876), a piece of legislation which sought to marginalise theology in a Dutch academic context. The article concludes by tentatively encouraging twenty-first century theology to see itself as a necessary subject (on the grounds of its divine object and power to bring coherence among the sciences) within the contemporary university.

scholarly journals Approaches to Higher Education Innovation in the Context of Industrial Revolution 4.0

2020 ◽  
Vol 36 (2) ◽  
Author(s):  
Nguyen Quynh Huy ◽  
Le Vinh Trien
Keyword(s):  
Higher Education ◽  
Education System ◽  
Industrial Revolution ◽  
Social Innovation ◽  
Educational Innovation ◽  
Literacy Skills ◽  
Higher Education System ◽  
Knowledge Based ◽  
Learning Platforms ◽  
Access To Knowledge

The Industrial Revolution 4.0 has brought about many changes including the higher education system. The main problem is how the education system could adapt to change and promote social innovation. This paper aims to describe the necessary changes and adjustments made in the education system, thereby better meeting the requirements of Industry 4.0, and creating a competitive education system, contributing to socio-economic development. With the research method based on the synthesis of documents, the research results show that, in the context of Industry Revolution 4.0 and the complexity of globalization, the philosophy in educational innovation needs to be changed so that universities can contribute more to society and enhance academic liberalization. Students need to master the knowledge and skills such as critical thinking and problem solving, communication and collaboration, creativity and innovation. In addition, literacy skills related to digital including information and communication knowledge are also important. Students should have access to knowledge based on diversity; and be ready to incorporate new knowledge that brings about positive changes, gradually fighting against injustice, lack of democracy and human rights, fostering an open society where voices are heard; and become responsible citizens. In addition, open learning platforms need to be considered by universities and teachers in deciding how to organize education and learning in the 4.0 Industrial Revolution era.

scholarly journals Innovate or perish: a new paradigm for academics in the biosciences?: Commercialization of academic research

2004 ◽  
Vol 26 (6) ◽  
pp. 16-19
Author(s):  
Christopher R. Lowe
Keyword(s):  
Higher Education ◽  
Cultural Change ◽  
Academic Research ◽  
New Paradigm ◽  
Pure Science ◽  
Knowledge Based ◽  
University Of Cambridge ◽  
Skilled Manpower ◽  
Science Base ◽  
The University

Europe is striving to become the world's most competitive knowledgebased economy by 2010. The higher education sector will play a key role by providing the ideas and skilled manpower to effect this transition, but will require organizational and cultural change to be truly effective. The Institute of Biotechnology at the University of Cambridge is used as an example of how these issues can be addressed in a single organization that is able to provide a seamless mechanism to exploit its pure science base to create knowledge-based business spin-offs.

Competence E-Assessment Based on Semantic Web

2018 ◽  
pp. 246-267
Author(s):  
Mounira Ilahi-Amri ◽  
Lilila Cheniti-Belcadhi ◽  
Rafik Braham
Keyword(s):  
Higher Education ◽  
Semantic Web ◽  
Traditional Knowledge ◽  
Conceptual Understanding ◽  
First Century ◽  
Skilled Workers ◽  
Knowledge Based ◽  
Assessment Systems ◽  
Real Performance ◽  
Service Oriented

In light of trends toward increased requirements for skilled workers, e-assessment presents many challenges. It should address learners' real performance in life. Recognizing the inadequacy of current traditional knowledge-based assessment systems in higher education to achieve performance visibility, we need to rethink how we design new assessment systems that can respond to the corporate requirements of the twenty-first century and mirror the learners' competences. This concern has not been sufficiently investigated. This chapter considers the competence-based assessment. The authors explore the importance of competency and competence modeling conceptual understanding. The research reviews the benchmark literature on the concepts, models, and approaches of competence and competency and explores the confusion surrounding the pair of concepts. They propose a service-oriented framework for competence-based e-assessment to validate the above proposals. The experimentation results support the research goals and learners received a competence-based assessment, which they appreciated.

Knowledge Mobilization and Global Higher Education

2020 ◽  
pp. 1-23
Author(s):  
Christopher J. Garretson ◽  
Pamela A. Lemoine ◽  
Robert E. Waller ◽  
Michael D. Richardson
Keyword(s):  
Higher Education ◽  
Knowledge Mobilization ◽  
Changing Environment ◽  
Global Issues ◽  
Reliable Tool ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
The University

Two major world changes have changed global higher education; the move from a content-based economy to a knowledge-based economy and globalization have led global higher education to critically examine its position in the new hierarchy. Global higher education is using knowledge mobilization to as a means to build capacity for the changing environment. There is a call for global universities to engage in the generation of knowledge related to pressing global issues and knowledge mobilization has proven to be a reliable tool to connect the university with society.

The Entrepreneurial University: Vision and Metrics

2016 ◽  
Vol 30 (2) ◽  
pp. 83-97 ◽  
Author(s):  
Henry Etzkowitz
Keyword(s):  
Higher Education ◽  
Social Development ◽  
Entrepreneurial University ◽  
Knowledge Based ◽  
External Stakeholders ◽  
Radical Revision ◽  
Creative Role ◽  
The University ◽  
Organizational Innovations

Forged in different academic and national traditions, the university is arriving at a common entrepreneurial format that incorporates and transcends its traditional missions. The academic entrepreneurial transition arises from the confluence of the internal development of higher education institutions and external influences on academic structures associated with the emergence of ‘knowledge-based’ innovation. Policies, practices and organizational innovations designed to translate knowledge into economic activity as well as addressing problems from society have spread globally. The objective is to enable universities to play a creative role in economic and social development from an independent perspective while still being responsive to government and industry priorities. The entrepreneurial university model paradoxically includes both increased university autonomy and greater involvement of external stakeholders. However, to facilitate the successful development of the entrepreneurial university, the dominant metrics used to determine university rankings and academic performance need radical revision. This article concludes with a summary of the critical questions to be addressed by the recently launched Global Entrepreneurial University Metrics Initiative in its effort to develop a metrics system that will facilitate the evolution of the entrepreneurial university and emphasize the role of higher education in economic and social development.

scholarly journals A permanência e a conclusão no ensino superior: O que dizem os Índios da Universidade Estadual do Centro Oeste do Paraná (UNICENTRO) – Brasil

2017 ◽  
Vol 25 ◽  
pp. 6
Author(s):  
Juliane Sachser Angnes ◽  
Maria de Fátima Quintal de Freitas ◽  
Marcel Luciano Klozovski ◽  
Zoraide Da Fonseca Costa ◽  
Carla Marlana Rocha
Keyword(s):  
Higher Education ◽  
Indigenous Peoples ◽  
Exclusion Process ◽  
Entrance Examination ◽  
Indigenous Students ◽  
Supplemental Program ◽  
Psychosocial Effect ◽  
Access To Knowledge ◽  
The University ◽  
False Idea

This article aims to understand the perspective of indigenous students, about staying and completing their studies at Universidade Estadual do Centro-Oeste do Paraná [UNICENTRO] - Brazil, considering the experience of the Special Entrance Examination for Indigenous Peoples in this state. This is a qualitative research, accomplished from 2002 to 2010, in order to listen to the Indians voices (and silence), and their difficulties to complete higher education. The results showed that, this process regarded as an “inclusion of Indians at the university” –a secular and privileged space– is restricted to access. That is, the psychosocial effect generated by the false idea that a supplemental program of vacancies is distorting, as it creates a false notion that society is becoming more equal and just, when in fact what happens, is an increase in the degree of resignation and acceptance towards diversity and subtle forms of injustice and exploitation. The results refer to strategies for entering higher education of discriminated social and ethnic-racial segments are a way to minimize the exclusion process that Brazil has faced since the discovery. However, it is assumed that such affirmative actions must be complemented with educational actions that strengthen access to knowledge. The perspective of Affirmative Actions in higher education should not only increase the access of blacks, indigenous people and public school graduates, but also, their permanence and integration. In addition, the results remind about the Indian, to enter /to stay /to complete a university. That has as central characteristics to be monolingual, hierarchical, Eurocentric or North American-centric; it is not a simple process, because the contradictions exist among the intercultural intentions of a logic marked by exclusion, competition and selection, and the perspective of a public and democratic university, which has not yet become intercultural. However, the specific Entrance Examination allowed reflections on what changes are possible, with the insertion and promotion of new processes and protagonism of students and indigenous leaderships.

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