From Equity of Access to International Quality Standards for Curbing Corruption in Secondary and Higher Education and Closing Achievement Gaps in Post-Soviet Countries

2010 ◽  
pp. 181-206 ◽  
Author(s):  
Mariam Orkodashvili
Keyword(s):  
Higher Education ◽  
Quality Standards ◽  
Achievement Gaps ◽  
Equity Of Access ◽  
Closing Achievement Gaps

Cultural Humility as a Path to Equity in Higher Education

2022 ◽  
pp. 262-280
Author(s):  
Veronica A. Keiffer-Lewis
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Identity Negotiation ◽  
Conflict Transformation ◽  
Achievement Gaps ◽  
Cultural Humility ◽  
Self Reflection ◽  
The Impact ◽  
Closing Achievement Gaps

Achieving equity in higher education involves more than just closing achievement gaps and mitigating the impact of historic oppression and underrepresentation. In this chapter, the author presents a framework for cultural humility as a pathway to equity for institutions of education, as well as an approach for the professional development of cultural humility practitioners. The cultural humility framework comprises four core principles as well as five transformational skills (i.e., dialogue, inquiry, self-reflection, conflict transformation, and identity negotiation). The chapter concludes with a discussion about how to implement this framework at both the classroom and institutional levels, as well as the implications of such training for achieving greater equity in higher education.

Closing Achievement Gaps: Examining the Roles of School Background and Process

2021 ◽  
pp. 001312452198944
Author(s):  
Huang Wu ◽  
Jianping Shen ◽  
Jessaca Spybrook ◽  
Xingyuan Gao
Keyword(s):  
Achievement Gap ◽  
Teacher Collaboration ◽  
White Students ◽  
Science Achievement ◽  
Linear Models ◽  
Achievement Gaps ◽  
School Level ◽  
Academic Learning ◽  
Closing Achievement Gaps

The purpose of this study was to examine the role of school background and school process in closing achievement gaps between White and non-White students in science. To answer the research questions, a series of two-level hierarchical linear models (HLM) was performed on the fourth-grade U.S. portion of the 2015 Trends in International Mathematics and Science Study (TIMSS) data. Results indicate that (a) the science achievement gap between White and non-White students is 0.21 standard deviation, holding student and school background constant; (b) the science achievement gap varies across schools; (c) none of the school background variables are associated with the achievement gap in a school; and (d) school emphasis on student academic learning is not only associated with higher school-level science achievement, but also with a narrower science achievement gap between White and non-White students. However, teacher collaboration is not associated with school-level science achievement but is associated with a larger achievement gap. Implications, limitations, and recommendations for further research are discussed.

Building a Culture of Trust in Higher Education Institutions

2021 ◽  
pp. 1763-1781
Author(s):  
Magdalena Platis
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Higher Education Institutions ◽  
Quality Standards ◽  
Legal Issues ◽  
Perception Of Quality ◽  
Clear Insight ◽  
Culture Of Quality ◽  
Two Sides

Higher education institutions worldwide are evolving in a so-called quality assurance era in which quality standards are defined and implemented. Quality assurance has, in fact, two sides: one declarative, or formal, reflected into documents, proofs, and even statistics well prepared, and one practical, or informal, that behind all legal issues, the quality of processes is real. The contradiction between the two sides of the quality assurance contributes a false perception of quality and unethical institutional behavior. Higher education institutions can become ethical or more ethical through their people—management, academics, students, alumni, researchers. In other words, the culture of quality needs to be rebuilt towards trust. The objective of this chapter is to provide a clear insight to the contemporary state of higher education institutions' behavior and context to contribute to the building up of new quality management based on a trust in the area of education, research, and social development.

The New Genre Higher Education Framework

2012 ◽  
Vol 1 (1) ◽  
pp. 47-49 ◽  
Author(s):  
Kapil Sibal
Keyword(s):  
Higher Education ◽  
Self Regulation ◽  
Quality Standards ◽  
Governance Structure ◽  
Intellectual Freedom ◽  
Institutional Autonomy ◽  
Institutions Of Higher Education ◽  
Higher Education System ◽  
Digital World ◽  
International Borders

Institutions of higher education exist to contribute to the collective growth of the society by nurturing the creative genius of individuals. This may be achieved by striking a fine balance between gifting intellectual freedom and monitoring the fulfilment of social obligations. An environment of this kind can only be built through a policy of non-interference and institutional autonomy. A governance structure like this does not necessarily suggest lack of accountability or decentralization of power. Rather, this implies great commitment towards academic, administrative and financial accountability through the process of self-regulation. Given that higher education is transcending international borders in the digital world, we are in greater need of establishing governance structures and international quality standards which foster competence and excellence in our higher education system without curtailing academic freedom.

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