Rethinking the Course Syllabus: Considerations for Promoting Equity, Diversity, and Inclusion

2020 ◽  
Vol 48 (1) ◽  
pp. 69-79
Author(s):  
Milton A. Fuentes ◽  
David G. Zelaya ◽  
Joshua W. Madsen
Keyword(s):  
Higher Education ◽  
Cultural Competence ◽  
Best Practices ◽  
American Psychological Association ◽  
Successful Implementation ◽  
Theoretical Frameworks ◽  
Diversity And Inclusion ◽  
Inclusive Learning ◽  
Graduate Curricula ◽  
Teaching Implications

Introduction: Equity, diversity, and inclusion (EDI) are receiving considerable attention in higher education. Within psychology, the American Psychological Association has highlighted the importance of cultural diversity in both undergraduate and graduate curricula and charged educators with facilitating the development of cultural competence among learners. Statement of the Problem: Many resources have been developed to help promote EDI within higher education. The resources developed have mainly focused on the curricula and pedagogical approaches, yet the syllabus remains overlooked with few guidelines available to educators. Literature Review: We offer several considerations informed by theoretical frameworks and best practices in the discipline and suggestions for the successful implementation of EDI in the syllabus. Teaching Implications: This article provides a comprehensive and useful guide for developing a syllabus that assists with the integration of EDI, as the syllabus is the first opportunity for faculty to communicate their philosophy, expectations, requirements, and other course information. Conclusion: Infusing EDI in the syllabus is essential for promoting an inclusive learning environment and is conducive to establishing goals related to cultural competence.

Conceptual and Theoretical Frameworks for CRT Pedagogy

2021 ◽  
pp. 544-564
Author(s):  
Michelle Kilburn ◽  
Monica Bixby Radu ◽  
Martha Henckell
Keyword(s):  
Best Practices ◽  
Learning Environment ◽  
Student Success ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Online Courses ◽  
Responsive Teaching ◽  
Theoretical Frameworks ◽  
Inclusive Learning

Online courses have the ability to connect learners and faculty from across the globe. Understanding the role of diversity as it relates to the pedagogical development of courses is crucial for student success. Faculty are responsible for making authentic connections with students and cultivating an inclusive learning environment. Prior research suggests that this may be achieved through culturally responsive teaching. Therefore, the purpose of this chapter is to define culturally responsive teaching, discuss the importance and role of intersectionality considerations, and suggest pedagogical best practices and guidelines.

Conceptual and Theoretical Frameworks for CRT Pedagogy

2019 ◽  
pp. 1-21
Author(s):  
Michelle Kilburn ◽  
Monica Bixby Radu ◽  
Martha Henckell
Keyword(s):  
Best Practices ◽  
Learning Environment ◽  
Student Success ◽  
Culturally Responsive Teaching ◽  
Culturally Responsive ◽  
Online Courses ◽  
Responsive Teaching ◽  
Theoretical Frameworks ◽  
Inclusive Learning

Online courses have the ability to connect learners and faculty from across the globe. Understanding the role of diversity as it relates to the pedagogical development of courses is crucial for student success. Faculty are responsible for making authentic connections with students and cultivating an inclusive learning environment. Prior research suggests that this may be achieved through culturally responsive teaching. Therefore, the purpose of this chapter is to define culturally responsive teaching, discuss the importance and role of intersectionality considerations, and suggest pedagogical best practices and guidelines.

Experience of lean application in higher education institutions

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sandrita Simonyte ◽  
Roma Adomaitiene ◽  
Darius Ruzele
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Success Factors ◽  
Higher Education Institutions ◽  
Successful Implementation ◽  
Lean Implementation ◽  
Content Type ◽  
Good Communication ◽  
Main Barrier ◽  
Practical Implications

Purpose Recently, there has been an increasing interest in the concept of Lean; however, the Lean concept in higher education institutions (HEIs) is still not very popular, and these institutions face challenges in implementing Lean activities. The purpose of this study is to identify worldwide experiences of Lean implementation in HEIs and to share best practices of Lean implementation. Design/methodology/approach The research was conducted by surveying 34 Lean practitioners from HEIs. Findings This study outlined the importance of the complexity of the community and its processes as the main barrier for Lean implementation in the HEI. The study highlighted that Lean determined positive change in the institutions and that strong leadership, commitment of top management as well as good communication and teamwork were the keys to successful implementation of Lean. Research limitations/implications This study provides valuable insights and aspects of implementation and maintenance of Lean initiatives in HEIs around the world; however, a detailed analysis would require a larger number of respondents. Practical implications This study proposes that practitioners implementing Lean in HEIs should identify barriers, plan their activities and take into account success factors. According to the results of this study, managers of HEIs should deal with the main barrier – the complexity of the community and its processes. In addition, they should carry out employees’ and Lean facilitators’ training on Lean and ensure that the main success factors such as strong leadership practices, senior management’s commitment, good communication and teamwork are present. Originality/value This study adds to the existing knowledge on global experiences of applying Lean in HEIs.

SISTEM PENGANGGARAN PENDIDIKAN TINGGI DARI OLD PUBLIC MANAGEMENT MENUJU NEW PUBLIC MANAGEMENT

1970 ◽  
Vol 2 (2) ◽  
pp. 127-142
Author(s):  
A. Budi Santosa
Keyword(s):  
Higher Education ◽  
Financial Management ◽  
Public Management ◽  
Good Governance ◽  
National Development ◽  
Development Planning ◽  
Planning System ◽  
Successful Implementation ◽  
Service Agency ◽  
Legal Entity

Budget implementation in government agencies has not been effective even though legislation has mandated that performance-based budgeting should be implemented gradually starting in 2005. Some researches on budgeting found a disregard for the prerequisites for the successful implementation of performance-based budgeting, which includes participation, competence, and the clear documents and budgeting procedures. In Indonesia, the reform of budgeting begins with the issuance of Act No. 17 of 2003 on State Finance and Act No. 25 of 2004 on National Development Planning System, which is a product of legislation that became a milestone of reform in national planning and budgeting. In universities in Indonesia budget management system changes begins to be applied especially after the implementation of autonomy in the management of higher education institutions, namely since the issuance of Government Regulation on Higher Education as State-Owned Legal Entity (BHMN), Public Service Agency (BLU), even the latter leads to the State University-Owned Legal Entity(PTN-BH). The change of financial management is not without reason, but is intended to more financial management of performance-oriented, transparent and accountable, the estuary of the increasing good governance. Pelaksanaan anggaran di instansi pemerintah selama ini belum efektif, padahal undang-undang telah mengamanatkan bahwa pelaksanaan penganggaran berbasis kinerja hendaknya dapat dilaksanakan secara bertahap mulai tahun 2005. Beberapa hasil penelitian tentang penganggaran menunjukan adanya pengabaian terhadap prasayarat keberhasilan pelaksanaan penganggaran berbasis kinerja, yang antara lain ditentukan oleh faktor-faktor pendukung seperti partisipasi, kompetensi, dan adanya kelengkapan dokumen dan prosedur penganggaran secara jelas. Di Indonesia, reformasi bidang penganggaran diawali dengan terbitnya Undang-undang Nomor 17 Tahun 2003 tentang Keuangan Negara Undangundang Nomor 25 Tahun 2004 tentang Sistem Perencanaan Pembangunan Nasional merupakan produk undang-undang yang menjadi tonggak sejarah reformasi di bidang perencanaan dan penganggaran nasional. Di lingkungan perguruan tinggi Indonesia perubahan sistem manajemen anggaran mulai diterapkan terutama setelah dilaksanakannya otonomi dalam pengelolaan lembaga pendidikan tinggi, yaitu sejak diterbitkannya Peraturan Pemerintah tentang Perguruan Tinggi sebagai BHMN, BLU, bahkan yang terakhir ini mengarah pada PTN-BH. Perubahan arah pengelolaan keuangan tersebut tidak tanpa alasan, namun dimaksudkan agar pengeloaan keuangan lebih berorientasi pada kinerja, transparan dan akuntabel, yang muaranya tentu pada meningkatnya good governance.

PROFESSIONAL TRAINING OF ELECTRONICS ENGINEERS: APPLYING US EXPERICENCE TO UKRAINAN HIGHER EDUCATION INSTITUTIONS

2020 ◽  
pp. 80-85
Author(s):  
Olha Pavlenko
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Best Practices ◽  
Cost Reduction ◽  
Professional Training ◽  
Higher Education Institutions ◽  
Academic Staff ◽  
Research And Innovation ◽  
Current State

The article discusses the current state of professional training of engineers, in particular, electronics engineers in Ukrainian higher education institutions (HEIs) and explores best practices from US HEIs. The research outlines the features of professional training of electronics engineers and recent changes in Ukrainian HEIs. Such challenges for Ukrainian HEIs as lack of collaboration between higher education and science with industry, R&D cost reduction for HEIs, and downsizing the research and academic staff, the disparity between the available quality of human capital training and the demanded are addressed. The study attempts to identify successful practices of US HEIs professional training of engineers in order to suggest potential improvements in education, research, and innovation for training electronics engineers in Ukraine.

scholarly journals Shape-shifting and pushing against the odds: staff perceptions of the experiences of first generation students in South Africa and the UK

2021 ◽  
Author(s):  
Rachel Forsyth ◽  
Claire Hamshire ◽  
Danny Fontaine-Rainen ◽  
Leza Soldaat
Keyword(s):  
Higher Education ◽  
South Africa ◽  
First Generation ◽  
Teaching Practice ◽  
First Generation Students ◽  
Staff Perceptions ◽  
Staff Members ◽  
Diversity And Inclusion ◽  
University Life ◽  
The Uk

AbstractThe principles of diversity and inclusion are valued across the higher education sector, but the ways in which these principles are translated into pedagogic practice are not always evident. Students who are first in their family to attend university continue to report barriers to full participation in university life. They are more likely to leave their studies early, and to achieve lower grades in their final qualifications, than students whose families have previous experience of higher education. The purpose of this study was to explore whether a mismatch between staff perceptions and students’ experiences might be a possible contributor to these disparities. The study explored and compared staff discourses about the experiences of first generation students at two universities, one in the United Kingdom (UK), and the other in South Africa (SA). One-to-one interviews were carried out with 40 staff members (20 at each institution) to explore their views about first generation students. The results showed that staff were well aware of challenges faced by first generation students; however, they were unsure of their roles in relation to shaping an inclusive environment, and tended not to consider how to use the assets that they believed first generation students bring with them to higher education. This paper explores these staff discourses; and considers proposals for challenging commonly-voiced assumptions about students and university life in a broader context of diversity and inclusive teaching practice.

Adoption of Innovation and Technological Advancement Deployment

2021 ◽  
Author(s):  
Karam Yateem ◽  
Mohammad Dabbous ◽  
Mohammad Kadem ◽  
Mohammed Khanferi
Keyword(s):  
Best Practices ◽  
Multiphase Flow ◽  
Monitoring System ◽  
Industrial Revolution ◽  
Service Providers ◽  
Data Retrieval ◽  
Successful Implementation ◽  
Technological Advancement ◽  
Field Equipment ◽  
Well Completion

Abstract The main objective of the paper is to outline initiatives associated with leveraging creativity and innovation to sustain operational excellence. It will cover processes, applications and best practices toward continually leveraging creative and innovation such as the development of innovation team toward creating a collaborative environment in the generation, identification and development of ideas and new technological advancement deployment. The processes described will cover (1) the continuous monitoring and management update of innovation submissions, implementation and self-development course completion, (2) recognition for value addition resultant from technological deployment, (3) Technical Review Committee (TRC) centralization and streamlining of evaluating technologies and best practices, (4) the assignment of challenging targets and (5) the initiation of special innovation campaigns for pressing and challenging matters has resulted in various major accomplishments. The establishment of the 4th Industrial Revolution (IR 4.0) team to address production engineering and well services challenges and collaborate for articulate, smart, more efficient and effective resolutions, process improvements and decision making. The results were remarkable with an incremental increase into intent to submit a patent file consideration, patenting, technology deployment and production of technical manuscripts addressing the unique achievements as well as the submission of awards applications. Technical collaboration toward triggering resolutions to ongoing operational challenges has resulted in various internal in-house built strides of best practices and other collaborative initiatives with other services providers such as: Intelligent Field Equipment Industrial Professionals Training: Special training for intelligent field equipment associated with smart well completion (SWC) exercising and optimization, data retrieval from multiphase flow meters (MPFMs) as well as a permanent downhole monitoring system (PDHMS) and conducting basic preventative maintenance (PM) requirements. Multiphase Flow Metering (MPFM) Advanced Monitoring System: An in-house developed MPFM system advanced monitoring to enable production/Intelligent Field engineers to monitor and diagnose MPFMs healthiness in all fields. It includes a validation mechanism to monitor and verify the different MPFM diagnostic data, alarming mechanism, flow rates and data visualization tools to verify the health of the installed base of equipment toward higher testing efficiency, reduction of manpower exposure to the field, and cost avoidance through minimizing operational logistical arrangements and minimization of unnecessary field visits by service providers. The ultimate intent is to heavily depend upon all employees to successfully propose solutions, and subject matter experts to coach employees in the successful implementation of practical resolutions to improve operations, optimize cost, and enhance employees’ satisfaction and engagement.

Staff and students’ perception of implementing flexible working arrangements in institution of higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Sam M. Mwando ◽  
Amin Issa ◽  
Verinjaerako Kangotue
Keyword(s):  
Higher Education ◽  
Information Technologies ◽  
Academic Staff ◽  
Work Productivity ◽  
Successful Implementation ◽  
Employee Productivity ◽  
University Staff ◽  
Content Type ◽  
Space Efficiency ◽  
Flexible Working

Purpose The purpose of this paper is to examine the perception of university staff and students in implementing flexible working arrangements (FWA) to increase space efficiency, lower overheads and improve productivity at the Namibia University of Science and Technology. Design/methodology/approach Data was collected using questionnaires, interviews and document searches. A total of 253 university staff (academic and support) and students were surveyed to solicit their perceptions on the extent to which FWA could be implemented to ensure space optimisation, minimise property related costs and improve employee productivity. Findings The study confirms that the successful implementation of FWA needs coordinated institutional policy to effectively support and cater to university staff’s different needs while meeting those of the university. Implementing FWA may reduce demand on utilities resulting in lower overheads for the institution. Based on the findings, the study is inconclusive on whether FWA improves or reduces staff productivity. Practical implications In the era of austerity measures in institutions of higher education (IHE), with rapid advances in communication information technologies, FWA are not only a possibility but inevitable to ensure optimal use of space, lower operating costs and improved work productivity. This study provides a cursory understanding of the possibility to implementing FWA in higher education. Originality/value This study contributes to the FWA body of knowledge from the perspective of both academic, non-academic staff and students in IHE.

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