Reimagining Indian Higher Education: A Social Ecology of Higher-Education Institutions

2018 ◽  
Vol 120 (5) ◽  
pp. 1-32
Author(s):  
William G. Tierney ◽  
Nidhi S. Sabharwal
Keyword(s):  
Higher Education ◽  
Public Good ◽  
Postsecondary Education ◽  
Social Ecology ◽  
Rapid Expansion ◽  
Best Interests ◽  
The Social ◽  
Indian Higher Education ◽  
Definition Of

Background/Context Developing countries desire institutions ranked as “world-class,” and want to increase postsecondary participation. Limited public monies require decisions that usually augment the welfare of one objective at the expense of another. An additional conundrum concerns the need for quality assurances. Research needs to be rigorous; students need to be well trained. The authors suggest that the social ecology of higher education has a crucial role to play in India. The challenges are whether to accommodate rapid expansion, how to improve the overall quality of the system, and invest in a research infrastructure. Purpose/Objective/Research Questions/Focus of Study The article's purpose is to ask if the social ecology of postsecondary education that has been created in India is in its best interests. Social ecology refers to the universe of postsecondary organizations that account for the 35,357 institutions in India. Insofar as the ecology is “social,” the citizens and government determine the shape of the ecology. The authors first offer a traditional definition of what has been meant by the public good and then turn to a consideration of India's social ecology of higher education. The article's purpose then, is specific to India and more generalized to postsecondary education in a globalized world. The text situates the institutions and systems of higher education into a social ecology that until recently has been framed by the idea of a public good. Setting The study took place in India during 2015–2016. Research Design The text is an analytic essay that utilized secondary texts pertaining to the structure and quality of the postsecondary system in India. Conclusions/Recommendations The authors suggest that the “'alphabet soup” of institutional forms that currently exists in India does not serve the country well; the taxonomy tends to obscure, rather than clarify, roles and responsibilities. They argue that a new social ecology of higher education needs to be put forward that streamlines relationships, clarifies roles and regulations, improves data analysis, and focuses on quality rather than quantity.

Autonomy, identity and health: defining quality of life in older age

2021 ◽  
pp. medethics-2020-107185
Author(s):  
Sara Kate Heide
Keyword(s):  
Quality Of Life ◽  
Healthcare Providers ◽  
Life Quality ◽  
The Elderly ◽  
Best Interests ◽  
Healthcare Team ◽  
Personal Experiences ◽  
Definition Of ◽  
Made In

Defining quality of life is a difficult task as it is a subjective and personal experience. However, for the elderly, this definition is necessary for making complicated healthcare-related decisions. Commonly these decisions compare independence against safety or longevity against comfort. These choices are often not made in isolation, but with the help of a healthcare team. When the patient’s concept of quality of life is miscommunicated, there is a risk of harm to the patient whose best interests are not well understood. In order to bridge this gap in understanding and unite seniors with their caretakers as a cohesive team, we need to establish a definition of quality of life. In this paper, my personal experiences with the elderly will be analysed along with five essays on the topic of ageing. These sources provide clear evidence that quality of life for seniors is majorly determined by the ability to preserve one’s lifelong identity. When making difficult decisions in geriatric healthcare, this greater understanding of the determinants of life quality will allow treatments to best serve the elderly. Defining quality of life allows healthcare providers to shift the focus from minimising disability toward maximising ability. I believe this shift would provide seniors with better health outcomes and properly enhance the quality of their years.

Academic Entrepreneurship as a Catalyst for Quality Higher Education

2017 ◽  
pp. 983-1009
Author(s):  
Shalaka Parker
Keyword(s):  
Higher Education ◽  
Academic Entrepreneurship ◽  
Educational Institutions ◽  
Quality Of Higher Education ◽  
Global Quality ◽  
Current Scenario ◽  
Indian Higher Education ◽  
Symbiotic Relation

Higher Education in the post globalization knowledge economy is beset with a host of problems pertaining to quality. Higher Educational Institutions (HEIs) are in a dire need of strengthening individual and institutional effectiveness in imparting higher education that meets the global quality requirements. In keeping with the current scenario of Higher Education, it is essential to understand the bi-focal role of Academic Entrepreneurship and Academic Leadership in enhancing the quality of Higher Education. The purpose of this chapter is to understand the symbiotic relation between the two and their role in enhancing the quality of higher education. It also attempts to propose an integrated framework of the Indian Higher Education System's entrepreneurial and leadership system and finally it attempts to devise or suggest strategies to be adopted by both in synchrony to act as catalysts' for Quality Higher Education.

Doing Time Wisely: The Social and Personal Benefits of Higher Education in Prison

2018 ◽  
Vol 98 (4) ◽  
pp. 490-513 ◽  
Author(s):  
Jillian Baranger ◽  
Danielle Rousseau ◽  
Mary Ellen Mastrorilli ◽  
James Matesanz
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
Attitudes And Behaviors ◽  
The Past ◽  
The Social ◽  
Women's Prison ◽  
Women's Imprisonment ◽  
Education Effects ◽  
Impact Of Higher Education ◽  
The Impact

Much of the research on postsecondary education effects on incarcerated individuals has focused on men. However, given the increased rates of women’s imprisonment over the past 40 years, scholars should examine the impact of higher education in prison on women. In this qualitative study, the authors assess the social and personal benefits of participating in a college behind bars program delivered in a women’s prison. Data gathered with both program participants and faculty suggest that students in the program experienced a reduction in criminogenic attitudes and behaviors as well as positive changes in self-perception.

A Theme for Social Sciences?

1970 ◽  
Vol 4 ◽  
pp. 82-90
Author(s):  
Michael Drake
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Latin America ◽  
Science Studies ◽  
Rapid Expansion ◽  
The Other ◽  
Human Knowledge ◽  
The Past ◽  
Proper Form ◽  
The Social

In recent years the quest for the proper form and content of social science studies has been a major preoccupation of academics. The reasons for this are numerous: the very rapid expansion of higher education generally and the particularly marked demand for the social sciences has led to a proliferation of new departments; brash young men have been promoted early (too early, many would say) to positions of power within the universities; the increasingly vocal criticism by the consumers of education – the students themselves – and, perhaps most important of all, a growing desire to re-aggregate human knowledge to counter the trend towards ever narrower degrees of specialism. All these factors have contributed to a mounting dissatisfaction with the traditional ways of studying the social sciences – that is, in almost hermetically sealed departments of economics, of politics, of sociology, and so on. Instead attempts have been made to draw the various social sciences together in studies of particular areas (Britain, Latin America, the underdeveloped world, the ‘new nations’); or of particular processes such as industrialisation, or urbanisation; or of particular problems as associated with, for instance, poverty or race. Each of these represents, of course, a multi- or inter-disciplinary approach to the study of the social sciences. Over the past four years I have been associated with two attempts to produce an integrated, inter-disciplinary course in social sciences. One was a failure; the other, my current preoccupation, is, I think, promising. What I have to say tonight is concerned with an analysis of these two intellectual experiments.

A Theme for Social Sciences?

1970 ◽  
Vol 4 ◽  
pp. 82-90
Author(s):  
Michael Drake
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Latin America ◽  
Science Studies ◽  
Rapid Expansion ◽  
The Other ◽  
Human Knowledge ◽  
The Past ◽  
Proper Form ◽  
The Social

In recent years the quest for the proper form and content of social science studies has been a major preoccupation of academics. The reasons for this are numerous: the very rapid expansion of higher education generally and the particularly marked demand for the social sciences has led to a proliferation of new departments; brash young men have been promoted early (too early, many would say) to positions of power within the universities; the increasingly vocal criticism by the consumers of education – the students themselves – and, perhaps most important of all, a growing desire to re-aggregate human knowledge to counter the trend towards ever narrower degrees of specialism. All these factors have contributed to a mounting dissatisfaction with the traditional ways of studying the social sciences – that is, in almost hermetically sealed departments of economics, of politics, of sociology, and so on. Instead attempts have been made to draw the various social sciences together in studies of particular areas (Britain, Latin America, the underdeveloped world, the ‘new nations’); or of particular processes such as industrialisation, or urbanisation; or of particular problems as associated with, for instance, poverty or race. Each of these represents, of course, a multi- or inter-disciplinary approach to the study of the social sciences. Over the past four years I have been associated with two attempts to produce an integrated, inter-disciplinary course in social sciences. One was a failure; the other, my current preoccupation, is, I think, promising. What I have to say tonight is concerned with an analysis of these two intellectual experiments.

From Eternity to Here: Shrinkage in American Thinking About Higher Education

2011 ◽  
Vol 116 (1) ◽  
pp. 42-61 ◽  
Author(s):  
Geoffrey Galt Harpham
Keyword(s):  
Higher Education ◽  
Human Flourishing ◽  
Public And Private ◽  
Educational Mission ◽  
The Social ◽  
Private And Public ◽  
Education Today ◽  
The University ◽  
Private Support

Following WWII, America committed itself to a system of mass liberal education with a core component of the humanities, a system designed to improve the quality of people's lives and strengthen the social bond. This linkage of private and public ends was both symbolized and secured by the combination of public and private support for higher education. Today, the American system is in jeopardy because the private and public entities that support the university have largely turned away from the educational mission even as they have dramatically increased their support for research and other activities. The resulting alteration in the character of the university necessarily comes at a cost to the democratic aspirations and the vision of human flourishing that higher education has traditionally served.

scholarly journals Intellectual competitions for schoolchildren: Main tasks and social significance

2020 ◽  
Vol 20 (1) ◽  
pp. 73-88
Author(s):  
D. E. Slizovskiy ◽  
M. G. Ivanova ◽  
E. V. Martynenko
Keyword(s):  
Higher Education ◽  
Social Activity ◽  
Historical Period ◽  
Life Strategies ◽  
Access To Education ◽  
Social Significance ◽  
Additional Information ◽  
Research Activities ◽  
The Social

Every historical period forms a special generation with its own values and norms. Children and youth become the main driving force in the development of the higher education, but this system in Russia is going through a difficult period due to the problems unresolved after the 1990s: the quality, accessibility and effectiveness of the higher education, inequalities in the access to education, etc. Therefore, intellectual competitions can be considered not only a positive manifestation of the social activity of schoolchildren, but also a means to support talented youth and ensure the interconnection of secondary and higher education systems. The article considers social aspects of the intellectual competitions for schoolchildren which aim at the development of social practices related to research activities and teaching at school. The authors focus on the research and practice-oriented interests of schoolchildren within the intellectual competitions in social studies: priorities, values and life strategies of schoolchildren when choosing the sphere of their interests. The authors analyzed the written projects of schoolchildren, presentations of these projects, responses to experts’ questions, reactions to questions not directly related to the topic of the presented project, further participation in the section, and some additional information. As a result, the authors made conclusions not only about the content of the priorities, values and life strategies of schoolchildren, but also about the procedure and conditions necessary for assessing the quality of work and the creative potential of participants of intellectual competitions.

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