ABES – the Bibliographic Agency for Higher Education: its role in the resource sharing of documents in French universities and in document supply

2008 ◽  
Vol 36 (1) ◽  
pp. 4-10 ◽  
Author(s):  
Raymond Bérard
Keyword(s):  
Higher Education ◽  
Resource Sharing

scholarly journals Distributed National Collections: Concept and Reality in Two Countries

2002 ◽  
Vol 14 (2) ◽  
pp. 103-115 ◽  
Author(s):  
Paul Genoni
Keyword(s):  
Higher Education ◽  
Resource Sharing ◽  
British Library ◽  
Higher Education Funding ◽  
National Library ◽  
Research Libraries ◽  
Similar Scheme ◽  
Set Up ◽  
The Uk ◽  
Specialized Subject

The ‘distributed national collection’ is a scheme whereby the British Library envisages completing agreements with other libraries to facilitate the development of specialized subject-based research collections in order to make the most of total national resources. The implementation in Australia of a similar scheme, the Distributed National Collection (DNC), was proposed during the late 1980s and 1990s, with the National Library (NLA) as a main advocate, and a great deal of enthusiasm was generated. The use of Conspectus was envisaged, and a DNC Office was set up at the NLA. It failed for various reasons: Conspectus proved unusable, the NLA had to cut back its own acquisitions, and financial restraints forced other libraries to look after their own interests. In the UK, the initiative for collaborative collection development has been driven by the British Library and the Higher Education Funding Councils. The UK has some features which give it a better chance of success - for instance, the responsible office should be independent of all the main players, whereas in Australia this responsibility could be carried only by the National Library; the UK has a more established network of research libraries, including a number outside the higher education/national library nexus; and the existence of BLDSC is highly beneficial. However, key challenges lie ahead, notably the complexities of managing the scheme, the time needed to put it into operation, the commitment demanded from participants (notably some sacrifice of local interests required for ‘deep resource sharing’), and obtaining the initial acceptance needed from users.

scholarly journals Providing Reasonable Accommodations for EFL Students with Disabilities in Higher Education in Japan

2019 ◽  
Vol 43 (5) ◽  
pp. 9 ◽  
Author(s):  
Davey Young
Keyword(s):  
Higher Education ◽  
Students With Disabilities ◽  
Postsecondary Education ◽  
Resource Sharing ◽  
English Language ◽  
Language Teachers ◽  
Program Administrators ◽  
Reasonable Accommodations ◽  
Inclusive Learning ◽  
English Language Teachers

As more and more students with disabilities (SWDs) are identified in postsecondary education in Japan, there is an increasing need for English language teachers, program administrators, and curriculum designers to create inclusive learning environments that provide reasonable accommodations for such students. This paper outlines the current landscape for SWDs in institutes of higher education in Japan, reviews approaches to systematizing support for SWDs within language departments, and outlines the challenges tertiary EFL program administrators and teachers are likely to face in providing such support. The paper concludes with a call for language educators to actively destigmatize disabilities in the classroom, as well as to continue bridging the gap between language teaching and special education through research and resource sharing. 日本の中等教育後の教育において，障がいのある学生（SWDs）が徐々に認められつつある中，英語教育者，プログラム管理者，カリキュラムデザイナーが，そのような学生に合理的な学びの場を提供することのできる包括的な学習環境をつくるニーズが高まっている。この論文は，日本の高等教育機関の現在のSWDsの状況の概要を述べた後，言語学部内でSWDs支援のシステム化を行うための様々なアプローチを提案し，また、そのような支援を提供する中で第三期のEFLプログラム管理者と教員が直面する可能性が高いと思われる課題をまとめている。この論文は、言語教育者が教室における障がいという汚名を積極的に返上することと，研究と情報共有を通して，言語教育と特別支援教育の間の橋渡しを続けるよう呼びかけ，締めくくりとする。

scholarly journals New Online Teaching Mode of Higher Education with Information Technology

2017 ◽  
Vol 5 (11) ◽  
pp. 17-27
Author(s):  
Xin-Hong Wang ◽  
Jing-Ping Wang
Keyword(s):  
Higher Education ◽  
Collaborative Learning ◽  
Online Education ◽  
Resource Sharing ◽  
Online Teaching ◽  
Information Age ◽  
Learning Collaborative ◽  
Teaching Mode ◽  
Individualized Learning ◽  
Traditional Pattern

In this article, the current situation of online teaching of higher education in the information age was briefly described, and the characteristics of MOOC and SPOC was also analyzed and compared to propose and construct a new mode of post-MOOC online education based on "autonomous learning - collaborative learning – mixed learning and learning "SCH-SPOC teaching model; and taking the teaching of engineering graphics course exploration as an example, demonstrated the resource-sharing individualized learning mode, while co-teaching collaborative learning mode and flip classroom mixed learning The significance of the new model is to gradually break the traditional pattern of "full house".

scholarly journals Analysing Cybernetic Governance at Higher Education Institutions in Malaysia: How is Co- Production Linked to the Transformation of Higher Education Institutions via Governance?

2020 ◽  
pp. 1-18
Author(s):  
Marhaini Mohd Noor
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Resource Sharing ◽  
Good Governance ◽  
Higher Education Institutions ◽  
Main Idea ◽  
University Management ◽  
Use Of Resources ◽  
Vice Chancellor ◽  
Processing Information

This paper attempts to analyse how important the cybernetic governance is to higher education institutions in Malaysia. Cybernetic governance is a structure, process of a system to empower greater decision making, autonomy, leadership, and greater accountability. Thus, cybernetic approach is heavily depending on information, utilise information for decision making, policy making and feedback to respond effectively. The concept also relevant with co-production strategy, whereby public services offered at the institution would focus on making use of resources through community building, collaboration, and resource sharing. In this context, “governance” refers to the role of multi-stakeholders involved in decision making, autonomy, leadership, and accountability. The effectiveness and success of this cybernetic governance depends on the institution community; the board, Vice-Chancellor, university management committee, Deans and Directors involved. The main idea is to analyse cybernetic governance as a model for processing information and a platform for co-production on governance empowerment at higher education institutions in Malaysia. Hence literatures are reviewed to apply the concepts to this research. An expected outcome of this research would be the evidence to improve policy performance in governance arrangements. Therefore, cybernetic governance contribution is the practice of good governance for intelligent institutions.

Enablers facilitating industry-academia, transnational education and university-community partnering agility in higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Shalini Menon ◽  
M. Suresh ◽  
R. Raghu Raman
Keyword(s):  
Higher Education ◽  
Resource Sharing ◽  
Design Methodology ◽  
Matrix Multiplication ◽  
Content Type ◽  
Roles And Responsibilities ◽  
The Past ◽  
Linkage Zones ◽  
Practical Implications ◽  
Total Interpretive Structural Modelling

PurposeThe study has a two-fold purpose: first, to identify the enablers of partnering agility in higher education, and, second, to analyze the interplay between the enablers.Design/methodology/approachTotal interpretive structural modelling (TISM) was used to construct a theoretical model of partnering agility enablers, and cross-impact matrix multiplication applied to classification (MICMAC) analysis was used to rank and segregate the enablers into independent, autonomous, dependent and linkage zones on the basis of their driving and dependence power.FindingsThe study helped in identifying eight enablers that can be instrumental in driving partnering agility in higher education. According to the TISM model, clarity on roles and responsibilities of partners was found to be the most crucial and vital enabler followed by resource sharing.Practical implicationsThe conceptual model provides a new direction on how to develop and strengthen higher education partnerships. The model has prioritized all the crucial enablers that the management can work around in order to drive partnering agility in higher education institutions.Originality/valueStudies in the past have majorly focused on academia–industry partnerships. This research has tried to provide a comprehensive view of the enablers and the multidirectional interplay between the enablers that can facilitate partnerships between academia and industry, Indian and international universities, and academia and community.

Quality Assurance: Enhancing or Threatening Higher Education?

2010 ◽  
Vol 24 (2) ◽  
pp. 87-93 ◽  
Author(s):  
Nikolaos I. Taousanidis ◽  
Myrofora A. Antoniadou
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Resource Sharing ◽  
Tertiary Education ◽  
Public Funding ◽  
Public Institutions ◽  
Institutional Diversity ◽  
Massification Of Higher Education ◽  
High Investment ◽  
Emerging And Developing Countries

There is an increasing marketization of commodity services and, the authors argue, higher education is suffering heavily from this trend. Higher education institutions (HEIs) are currently subject to quality assurance and other externally imposed procedures that have been successfully applied in the private sector. This article analyses the threats of such assurance methods, which systematically ignore the notion of HEIs as sites of knowledge production, especially in less developed, emerging and developing countries with a small tertiary education sector. In such countries, public institutions cannot afford high investment without sacrificing other social and economic objectives, such as widening access, institutional diversity, community partnerships, cross-institutional collaboration and resource sharing, and knowledge transfer. The criticism in this article is directed mainly at the imposed external evaluation that is designed to compare and classify institutions, with the ultimate aim of reducing the number of HEIs receiving public funding, or at least of reducing the funding of one or more of the missions (teaching, research) in which HEIs excel. The authors conclude by suggesting that such governmental strategies simply reflect another attempt to control, and to shift the focus away from government policies that have led to the massification of higher education without the necessary injection of resources.

scholarly journals A Systematic Review of Higher Education Academics’ Use of Microblogging for Professional Development: Case of Twitter

2020 ◽  
Vol 2 (1) ◽  
pp. 66-81
Author(s):  
Lenandlar Singh
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Literature Review ◽  
Resource Sharing ◽  
Empirical Studies ◽  
Social Commentary ◽  
Study Characteristics ◽  
Ethical Approaches ◽  
Research Questions ◽  
Methodological Approaches

AbstractThe paper presents a systematic literature review of empirical studies on the use of Twitter by higher education academics for professional development. Using content and thematic analyses, this review addressed four research questions related to study characteristics, theoretical and methodological approaches, and the type of professional development activities engaged. The results show that Twitter has been studied from several perspectives using various methodological approaches. The review revealed several limitations, including the paucity of research addressing gender, cultural and geographic differences. Limited use of theory is also observed. Five themes emerged identifying the ways Twitter was used for professional development: 1) academic backchannel, 2) networking, 3) information and resource sharing, 4) keeping updated, 5) public engagement and social commentary. Overall, the literature review suggests Twitter supports some aspects of professional development. However, several issues remain outstanding and in need of further research, including ethical approaches and practices of researchers related to data collection and use.

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