scholarly journals Dissemination Strategies for Higher Educational Institutions for Geo-Social Necessities: A Synergic Model

2018 ◽  
Vol 6 (1) ◽  
pp. 22-51
Author(s):  
Manulal P. Ram
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Geographical Area ◽  
Academic Community ◽  
The State ◽  
Academic Disciplines ◽  
Educational Institutions ◽  
Academic Potential ◽  
Synergic Model ◽  
Demographic Potential

Higher education institutions (HEIs) are expected to be established in conjunction with the specificities of the regions to which they are supposed to belong. But over the years, the regional necessities based on its resourcefulness and demographic potential are seldom accounted for in their justifiable dissemination across the state. This article analyze (a) whether our HEIs are established by satisfying the needs of its geographical area and (b) whether the programmes offered by them have any mutual benefits to the regional populace and academic community. Various resource diversities are attached with every institution, in the context of contesting components of science and other academic disciplines. This study proposes a synergic model to facilitate the allocation of academic programmes and dissemination of institutions with 10 broad synergic bands, each incorporating various resource potentials available with every geographical niche. A total of 54 government arts and science colleges of the state have been geocoded and tagged with these bands, to find the institutional synergies with their surrounding resources. Although colleges capture synergy points ranging from two to nine, but only a few of the institutions are enriched with higher numbers of bands. The more synergy points the institution captures, the more will be its academic potential in terms of feasibility of programmes in consideration of sustainable development of the locality in which they are situated. This model is therefore an instrument for every institution and to self-evaluate its performance for the societal prosperity of their immediate neighbourhood.

scholarly journals The (Un)Sustainability of Higher Education Institutions in Jordan

2021 ◽  
Vol 2 ◽  
Author(s):  
Sumaya bint El Hassan ◽  
Kyle E. Cordova ◽  
Ghaith Rabadi ◽  
Wejdan Abu Elhaija
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Higher Education Institutions ◽  
Modern Society ◽  
Academic Community ◽  
The State ◽  
Future Research ◽  
Building Process ◽  
Academic Practices ◽  
Globalized World

Higher education in Jordan has been tied closely to the state-building process in the century since the modern Hashemite state's foundation in 1921, with its explicit purpose being to educate and train high volumes of students who are competent and capable to serve as contributors to the state's development. Though this purpose has largely been successful to date, it is becoming increasingly clear that more is needed than simply issuing degrees. In an increasingly globalized world, it is necessary to educate those who can contribute to future research arenas and labor markets over which a single state has limited control. Within this perspective, we detail the evolved societal position that higher education institutions in Jordan occupy and how that position has made such institutions a liability in the nation's continued sustainable development. It is important to emphasize that we do not address here classical sustainability issues, but rather focus on more fundamental and culturally-relevant issues pertaining to the survivability of universities in Jordan upon which more global sustainability views and solutions can be predicated. Specifically, we outline the unsustainability of impersonal, inefficient and ineffective infrastructure, centralization of policies and academic practices, lack of autonomy and/or self-governance, considerable financial dependence on the state, and a general hesitation for higher education institutions to seek boldly societal and economic impact beyond the simple production of graduates. To counter this unsustainability, we propose a three-pronged approach that can help catalyze the re-imagining of Jordan's higher education institutions so that they become maximally effective contributors to the state's future sustainable development. Our proposed approach is based on (i) internally decentralizing higher education institutions to enable greater autonomy and academic freedom, (ii) re-purposing these institutions to become more student-centric, and (iii) embracing diversity and academic community recognition. Finally, it is the intention of this perspective to highlight not only those challenges facing higher education institutions in Jordan, but also to present clearly the necessary and practical steps that institutions themselves may take immediately to ensure their relevance in, and impact on, modern society.

scholarly journals INTELLECTUAL POTENTIAL AS A KEY FACTOR OF FORMATION OF INTELLECTUAL CAPITAL OF UKRAINE’S HEI

2021 ◽  
Author(s):  
Hanna Stupniker ◽  
◽  
Valentina Babenko ◽  
Keyword(s):  
Higher Education ◽  
Intellectual Capital ◽  
National Economy ◽  
New Technologies ◽  
Higher Education Institutions ◽  
The State ◽  
Educational Institutions ◽  
Intellectual Activity ◽  
Theoretical Approaches ◽  
Intellectual Potential

Under the influence of globalization and integration of economic processes in the domestic economy, the importance of intellectual resources is growing. Based on its use in economic activities, enterprises and organizations are able to realize their intellectual capital. The main condition for the formation of this special type of capital is the presence of intellectual potential that arises in the process of manifestation of intellectual abilities and professional competencies of the company's staff. The intellectual component is the fundamental basis of the system of relations between science, industry and society. Therefore, educational institutions play an important role in raising the intellectual level of the national economy. The theoretical approaches to determining the economic essence of the intellectual capital of higher education institutions have beem summarized in this article and the main aspects of realizing the intellectual potential of educational and research institutions in Ukraine have been explored. The availability of intellectual capital allows scientific organizations to formalize and implement in the market various forms and types of knowledge: research, skills, experience, competencies, professional skills. The purchase of knowledge allows commercial organizations to significantly increase the level of their technical and technological solutions, develop know-how, to acquire ownership of the right to use knowledge in the form of patents, licenses, franchises. On this basis, the production of new products can be carried out; use of new technologies, new management methods; creation of a trademark; development of new activities; entering new markets. The implementation of the socio-economic policy of the state should be based on the intensification of intellectual activity of higher education institutions, because in market conditions it is the state that should stimulate educational institutions to form intellectual capital. The important role of intellectual capital of higher education institutions is manifested in the fact that it allows them to become intellectual enterprises and significantly affect the national economy by increasing its competitiveness.

scholarly journals Competences for Solving Complex Problems: A Cross-Sectional Survey on Higher Education for Sustainability Learning and Transdisciplinarity

2020 ◽  
Vol 12 (15) ◽  
pp. 6016 ◽  
Author(s):  
Filippina Risopoulos-Pichler ◽  
Fedor Daghofer ◽  
Gerald Steiner
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Continuing Education ◽  
Real World ◽  
Academic Disciplines ◽  
Education For Sustainability ◽  
Cross Sectional Survey ◽  
Cross Sectional ◽  
Human Environment ◽  
Complex Problems

Successfully coping with complex, real-world challenges, such as those related to sustainable development and the resilience of coupled human–environment systems, calls increasingly for adapted forms of education and extended competences. Hence, we argue that, beyond knowledge and expertise in professional domains, additionally, personal, systemic, creative, and sociocultural competences are required to meet such challenges. Herefor, institutions of higher and continuing education play a crucial role. In this paper, universities as institutions of higher education are critically considered in relation to delivering education for sustainable development by raising awareness and providing the necessary competences to cope with complex problems such as sustainable development through effective forms of higher and continuing education as well as training. Research on attitudes and perceptions regarding sustainable development and the perceived need for comprehensive competences required to deal with such complex problems is still lacking. Our study provides a first attempt to elucidate core aspects of these attitudes, perceptions, and competences aiming to contribute to future, more tailored education approaches. We discuss the outcomes of a survey on sustainability in teaching and learning conducted at four Austrian universities. The analyzed sample comprised 3200 students as the recipients of, and 498 lecturers as the providers of, sustainability education in various academic disciplines at four distinct Austrian universities. Applying a questionnaire-based investigation of self-reported sustainability-related perceptions, attitudes, and competences and conducting factor analysis and cluster analysis, five sustainability types were identified that revealed a type of specific core awareness of sustainability and the perception of required competences related to sustainable development. The results presented are positioned to build a basis for further investigation that goes beyond the self-reported assessments to enable a comparison with sustainability-related, real-world problem-solving performance.

scholarly journals Sustainability Leadership in Higher Education Institutions: An Overview of Challenges

2020 ◽  
Vol 12 (9) ◽  
pp. 3761 ◽  
Author(s):  
Walter Leal Filho ◽  
João Henrique Paulino Pires Eustachio ◽  
Adriana Cristina Ferreira Caldana ◽  
Markus Will ◽  
Amanda Lange Salvia ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Higher Education Institutions ◽  
Gender Issues ◽  
Academic Community ◽  
Leadership Role ◽  
Online Questionnaire ◽  
Sustainable Procurement ◽  
Curriculum Adaptation ◽  
Sustainability Leadership

Sustainability leadership entails the processes, which leaders, policymakers, and academics undertake in order to implement sustainable development policies and other initiatives within their organizations. It encompasses approaches, methods, and systemic solutions to solve problems and drive institutional policy towards a more sustainable organization. Higher Education Institutions (HEI) play a particularly important role, especially with regard to their institutional leadership role in promoting sustainable development. There is a paucity of research focusing on sustainability leadership in universities. In order to address this gap, this paper discussed the concept of sustainability leadership based on literature and empirical insights. The study aimed to understand the main characteristics of sustainability leaders at HEI and the main challenges they are confronted with. Secondary research questions involved gender issues and positive outcomes of sustainability leadership. The empirical component of the study consisted of an online-questionnaire survey performed among leaders (n = 50) from a set of universities in 29 countries. The sampling scheme was purposive, based on the membership in the Inter-University Sustainable Development Research Program (IUSDRP). The study was explorative in nature, and the descriptive statistics were used for the analysis. Due to the purposive sampling, the participants from top management positions could be considered as experienced, and their views were assumed to be information-rich. With a self-evaluation, the respondents described their leadership style and their usual traits, with inclusive style and systemic thinking being predominant in the sample. Regarding the skills, the respondents selected the ability to innovate, to think long-term, and to manage complexity from a pre-defined set of options. Connectedness with interdisciplinarity and knowledge about organizational settings, as well as global challenges and dilemmas, were stated as important issues related to the knowledge required for being a leader. Regarding requirements for a change towards more sustainable universities’ curriculum adaptation, investments in education for sustainable development (ESD), sustainable procurement, and reporting were mentioned. The study also revealed that gender issues were taken seriously among the sampled institutions, which is an encouraging trend. Challenges seen in implementing sustainability leadership are, for instance, a lack of interest by the university administration and among some members of the academic community, as well as lack of expertise and materials or resources. Based on the empirical insights, a set of measures were listed and which may be adopted in the future, so as to allow leaders of Higher Education Institutions to enhance their sustainability performance.

Monitoring the State of Inclusive Higher Education

2018 ◽  
Vol 6 (3) ◽  
pp. 3-11
Author(s):  
Татьяна Ярая ◽  
Tatyana Yaraya ◽  
Леся Рокотянская ◽  
Lesya Rokotyanskaya
Keyword(s):  
Higher Education ◽  
Inclusive Education ◽  
Russian Federation ◽  
The State ◽  
Educational Institutions ◽  
Institutions Of Higher Education ◽  
Ministry Of Education ◽  
The Russian Federation ◽  
The Republic ◽  
The Government

The results of monitoring the state of inclusive education in educational organizations of higher education of the Republic of Adygea, Astrakhan region, Volgograd region, the Republic of Crimea and Sevastopol are presented in the article. The information was collected by fi lling out evaluation maps of the accessibility of higher education educational institutions and analyzing the offi cial websites of educational institutions of higher education. Particular attention was paid to the analysis of the requirements put forward to educational institutions of higher education by normative legal documents in the part of inclusive education, approved by the orders of the Ministry of Education and Science of the Russian Federation and resolutions of the Government of the Russian Federation.

Ecology

2017 ◽  
Author(s):  
Николайкин ◽  
N. Nikolaykin ◽  
Николайкина ◽  
Natal'ya Nikolaykina ◽  
Мелехова ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Natural Science ◽  
Educational Institutions ◽  
Federal State ◽  
Ecological Safety ◽  
Educational Standards ◽  
Higher Educational Institutions ◽  
Formation History ◽  
State Educational

In the textbook are provided the main data on formation history and developments of ecology as sciences; are considered the main regularities of organisms relationship with the environment at all organization levels; the biosphere in general, limits of its stability; a role and a place of the person in it; and also are stated the reasons and features of ecological crises modern ideas; the undertaken measures on ensuring ecological safety and biosphere and the person sustainable development. Conforms to requirements of higher education Federal State Educational Standards last generation. For students of the higher educational institutions which are trained in the technical and natural-science directions.

Sustainability in higher education: Implications for the disciplines

2008 ◽  
Vol 6 (2) ◽  
pp. 237-251 ◽  
Author(s):  
Jennifer Everett
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Critical Role ◽  
Education For Sustainable Development ◽  
Faculty Members ◽  
Academic Disciplines ◽  
Practical Action ◽  
The One ◽  
Traditional Norms ◽  
Pedagogical Goal

Academic disciplines have a critical role to play in higher education's response to the planetary challenges of the 21st century. Many academics have embraced the call for a fundamental reorientation of higher education around the goal of education for sustainable development. Individual faculty members who prioritize such a pedagogical goal, however, may find themselves caught between claims of social responsibility on the one hand and traditional norms of their disciplines on the other. This predicament, I suggest, does not require resolution of theoretical debates over interdisciplinarity, but does require concrete practical action on the part of academics for institutional change in the disciplines. I highlight strategies currently being adopted by academic disciplinary associations to advance the mission of the UN Decade on Education for Sustainable Development.

scholarly journals Pengembangan Indikator untuk Penilaian Kategori Edukasi Green Campus. (Hal. 70-81

2018 ◽  
Vol 4 (2) ◽  
pp. 70
Author(s):  
Rininta Rolia Sita ◽  
Emma Akmalah ◽  
Siti Ainun
Keyword(s):  
Sustainable Development ◽  
Social Factors ◽  
Academic Community ◽  
Educational Institutions ◽  
Highest Weight ◽  
Academic Courses ◽  
Educational Assessments ◽  
Green Campus ◽  
Educational Indicators

ABSTRAKGreen campus  merupakan suatu konsep yang mengutamakan praktik dari upaya perlindungan, pengelolaan, dan pelestarian lingkungan yang berkelanjutan pada institusi-institusi pendidikan. Salah satu penilaian green campus adalah penilaian kategori edukasi berbasis sustainable development yang dapat mengarahkan civitas akademica dalam mendukung pembangunan ekonomi yang seimbang dengan faktor lingkungan dan sosial. Penilaian edukasi perlu dilakukan untuk menilai sejauh mana pengetahuan dan penerapan konsep sustainable development dilakukan. Metodologi yang digunakan dalam penelitian ini adalah mengintegrasikan indikator-indikator penilaian kategori edukasi UI GreenMetric dan STARS, yang didukung dengan hasil observasi lapangan seluruh aspek edukasi di Itenas. Hasil pengembangan kategori edukasi ini adalah penentuan indikator, penentuan sub-indikator, dan bobot penilaian dari setiap indikator dan sub-indikator. Bobot tertinggi dari seluruh indikator edukasi adalah indikator academic courses dengan nilai bobot 25%.Kata kunci: green campus, edukasi, sustainable development ABSTRACTGreen campus is a concept that prioritizes the practice of sustainable environmental protection, management and preservation of educational institutions. One aspect of green campus is the assessment of education-based sustainable development category that can direct the academic community in supporting economic development that is balanced with the environment and social factors. Educational assessments should be conducted to assess the extent to which knowledge and application of sustainable development concepts are carried out. The methodology used in this research is integrations the assessment indicators of education category from UI GreenMetric and STARS, supported by field observation of all aspects of education in Itenas. The results of this education category development are the determination of indicators, the determination of the sub-indicators, and the weight of the assessment of each indicator and sub-indicators. The highest weight of all educational indicators is the indicator of academic courses with a weighted value of 25%.Keywords: green campus, education, sustainable development

scholarly journals Between Reality and the Needs: Responsibilities of Educational Institutions in Developing Archival Science in Indonesia

2019 ◽  
Vol 5 (2) ◽  
pp. 136
Author(s):  
Arif Rahman Bramantya ◽  
Arif Prasetyo
Keyword(s):  
Higher Education ◽  
Education Program ◽  
Qualitative Interviews ◽  
Educational Institution ◽  
Professional Associations ◽  
Applied Science ◽  
Academic Disciplines ◽  
Educational Institutions ◽  
Archival Science ◽  
Theoretical Structure

Background of the study: The requirement of Archivists (archivist and records manager) in Indonesia is not equal to the quantity of graduates produced by educational institutions. In addition 4.0 with the educational requirements and the needs of stakeholders who want graduates from the archival field at the highest level should be accommodated. Therefore, educational institutions are forefront in developing archival science.Purpose: This study aims to find out how the responsibility of educational institutions in developing the knowledge of the field of archives in Indonesia in the era of information technologyMethod: This study uses descriptive qualitative, interviews, and literature studies.Findings: This study discusses the Efforts of educational institutions to improve the archival science by establishing a higher education program through the mindset of building and synergy with other elements. In addition, educational institution has responsibility in the archival field in Realizing the archival sense.Conclusion: Archival science more interpreted in a theoretical structure that supports the activities of archival practical, rather than academic disciplines. If the method is applied science, the science of archives will tend to be highly empirical making it a descriptive science. This tendency will make archival science seeks only to gather facts and less attention to the development of the concept as well as demanded by the development of science through a study. To develop scientific archives in Indonesia, the necessary synergy between archival institutions, archival professional associations, educational institutions allied, as well as among students in educational institutions. This must be done with the agreement in the field of archives that apply universally to realize the creation of the organization of archives in Indonesia better.

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