Publicly Engaged Scholars: Next-Generation Engagement and the Future of Higher Education eds. by Margaret Post etal.

2018 ◽  
Vol 41 (2) ◽  
pp. 316-318
Author(s):  
Eric Feldman ◽  
Maria Lovett
Keyword(s):  
Higher Education ◽  
Next Generation ◽  
The Future

Nails on a Chalkboard

2020 ◽  
pp. 183-200
Author(s):  
Renée L. Cambiano ◽  
Jacob A. Murphy ◽  
Dana Eversole
Keyword(s):  
Higher Education ◽  
Historical Context ◽  
Next Generation ◽  
Faculty Leadership ◽  
Leadership Framework ◽  
The Future

This chapter examines faculty leadership from the perspective of the historical context, the role of faculty, the current landscape of faculty leadership, the critical climate of higher education, and looking into the future. The authors provide a plan to foster faculty leadership through the Trilateral Mentorship Model and the CEM Leadership Framework to facilitate institutional leaders in preparing and cultivating the next generation of faculty leaders. Through these models, silos will start to diminish.

scholarly journals MEMBANGUN BUDAYA ANTIKORUPSI DARI HAL TERKECIL SEJAK DINI

2020 ◽  
Vol 2 (2) ◽  
pp. 216-229
Author(s):  
Aisyah Martanti Wulandhari
Keyword(s):  
Higher Education ◽  
Economic System ◽  
Early Age ◽  
Next Generation ◽  
Indonesian Government ◽  
The Future ◽  
Long Time ◽  
Self Harm ◽  
Future Leaders ◽  
Political Economic

Without us knowing, it turns out that Indonesia has been following quite a long time in globalization. There have been many changes that have occurred, starting from the cultural, political, economic system, transportation, lifestyle, especially in the field of technology, and many more. Globalization does have a good influence on Indonesia, but it cannot be denied, globalization also has a bad influence. We can see the culture of westernized life is already widespread among Indonesian people. One of them is selfishness and self harm and is detrimental to the interests of others. A concrete example of this is the act of corruption that seems to have been entrenched in Indonesia. And most of these acts of corruption are actually carried out by people who hold important positions of government, both from the legislative, executive, and judiciary institutions, where they should have received sufficiently higher education and have sufficiently understood that acts of corruption are acts of violation existing community laws and norms. Seeing the current condition of Indonesia, our nation needs future leaders who are free from corruption. Therefore, the nation's children are the hope of the next generation who will later hold the Indonesian government. This anti-corruption character is very good to be instilled in children at an early age of course they start from simple things. This article has been compiled with the aim of exploring ways to develop an anti-corruption culture, especially for Indonesian children at an early age. With the anti-corruption character that has been imprinted in itself since early, it is not impossible that Indonesia will be free from corruption in the future.

Covid-19 Outbreak and Higher Education: A Case from Taiwan

2020 ◽  
Vol 8 (12) ◽  
pp. 35-43
Author(s):  
Margaret Meiling Luo ◽  
Cesar Andres Castillo Leon ◽  
Makaireh Dampha ◽  
Rony Amilcar
Keyword(s):  
Higher Education ◽  
Business School ◽  
Next Generation ◽  
The Future ◽  
New Perspective ◽  
The University ◽  
Higher Education Transformation ◽  
Education Transformation ◽  
Future Business

This paper aims to discuss the university transformation during the Covid-19 outbreak. We review the literature pertaining to transformation of higher education. We also provide a case study of a Taiwan university to discuss how the university takes actions to cope with the threat of Covid-19 pandemic. We expect to share a new perspective on how higher education transformation would work and describe what the future business school shall prepare for next generation learning. Lastly, we propose the post Covid-19 strategies of higher education.

THE ROLE OF A HIGHER EDUCATION DIPLOMA IN THE PROFESSIONAL CAREER OF THE SPECIALIST IN THE FUTURE

2020 ◽  
Vol 3 (1) ◽  
pp. 456-466
Author(s):  
Kateryna Kolesnikova ◽  
Dmytro Lukianov ◽  
Tatyana Olekh
Keyword(s):  
Higher Education ◽  
Professional Career ◽  
The Future

Readiness of Universities for 21st Century Digital Economies: Case of Selected Lecturers from Universities in Buffalo City Metropolitan in Eastern Cape Province South Africa

10.31355/42 ◽  
2019 ◽  
Vol 3 ◽  
pp. 065-077
Author(s):  
Agyei Fosu
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Teaching And Learning ◽  
Learning Management Systems ◽  
Management Systems ◽  
Eastern Cape ◽  
Next Generation ◽  
Web Based ◽  
Web Based Learning ◽  
Learning Management

NOTE: THIS ARTICLE WAS PUBLISHED WITH THE INFORMING SCIENCE INSTITUTE. Aim/Purpose...................................................................................................................................................................................................... The purpose of this study is to expand the knowledge base on factors likely to impede implementation and adoption of web-based learning management systems to blend with traditional methods of lecturing in universities to cater for the next generation of learners in Africa and Eastern Cape Province South Africa in particular. Background........................................................................................................................................................................................................ The shift from the industrial economies to 21st century digital and knowledge-based economies, fueled by rapid Information and Communication Technologies (ICTs) such as Internet, YouTube, Chartrooms, Skype, Social media networks and its introduction to the educational system not only resulted in a new teaching approach globally but also paved way to usher in new generation of learners (anytime, anywhere learners) in the higher education system. Despite the fact that universities and other institutions of higher education in developed countries and some Africa countries have since recognized that the 21st century global digital and knowledge-based economies evolution has ushered in the next generation of learners, and as a result have taken the necessary steps to blend the traditional method of lecturing in higher education with web-based learning management systems in order to accommodate these learners. However, in Africa not much research have been done on the readiness of higher education institutions in terms of blending web-based learning management systems with the traditional method of lecturing to cater for the next generation of learners. Methodology....................................................................................................................................................................................................... Quantitative and two non-probability sampling methods, namely, quota and purposive sampling was used to investigate the technological skills of selected lecturers from universities within Buffalo City Metropolitan as one of the core component to check the readiness of their faculty for the next generation of learners. Contribution........................................................................................................................................................................................................ This research will add to the growing knowledge about the blending of web-based learning management with the traditional style of lecturing in higher education in the 21st century digital economies. Findings.............................................................................................................................................................................................................. The results indicated that the participating lecturers need to be trained and sup-ported in the skills of using of the ICTs and computer programs applicable to enhance web-based learning in teaching and learning environment in higher education in order to cater for the next generation of learners associated with the 21st century digital economies. Recommendations for Practitioners................................................................................................................................................................. Much as there is a need for increased in investment in infrastructure within higher education institutions to support teaching and learning, continuous sup-port and training for academics to be technologically literate and also be abreast on rapidly evolving field of ICTs is paramount as it can expedite the teaching and learning process in higher education. Recommendation for Researchers................................................................................................................................................................... There is the need to explore in depth the other two components suggested by Mishra and Koehler (2007) which can serve as barriers for successfully integration of technology into teaching and learning by locus of knowledge. Impact on Society............................................................................................................................................................................................... The research will assist stakeholders, policy makers and agencies tasked with transforming institutions of higher learning to identify the barriers likely to hinder transformation efforts and address them accordingly. Future Research................................................................................................................................................................................................. Conducting research on technological skills of students are critical in this context.

Features of teaching the discipline "Didactics of higher education" in non-pedagogical specialties

2019 ◽  
Author(s):  
Anna Stareva
Keyword(s):  
Higher Education ◽  
Informal Education ◽  
Higher Education Institutions ◽  
Educational Process ◽  
Professional Activity ◽  
Education Students ◽  
Professional Programs ◽  
Process Formation ◽  
The Future ◽  
Student Training

The author reveals the necessity of introducing into the educational and professional programs of preparation of masters of non-pedagogical specialties of the discipline "Didactics of higher education". Formation of pedagogical competences of the teacher of the higher school will allow the future specialists professional activity in the institutions of higher education. The article reveals the essence of didactic competence and peculiarities of its formation in higher education students in the current conditions of organizing the initial process. The competency approach should permeate all aspects of student training. Therefore, a special (didactic) competence should be included in the list of the graduates' learning outcomes. The didactic competence is the ability to apply knowledge of psychology and pedagogy (didactics) in the educational process of higher education institutions. In the orientation of the educational and professional program of the master of non-pedagogical specialties it is necessary to enter competencies that allow him to engage in teaching activities. General competences add to the ability to carry out pedagogical activities using innovative educational technologies, and special competences add to the ability to organize the educational process and carry out scientific research in order to solve topical problems of the theory, methodology, organization and practice of higher education students. One of the most important compulsory (normative) disciplines that enable the future specialist to teach special and professional disciplines in higher education institutions should be "Didactic of Higher Education". This is the main feature of forming didactic competence in higher education institutions. But the competent approach in higher education does not come down to a separate discipline, but because the phenomenon of integral and dynamic develops in the process of formal, non-formal and informal education and is in constant development and self-development. All stages of preparation of the master of non-pedagogical specialties for teaching activity should be directed on achievement of the main purpose of the educational process — formation of pedagogical competences of applicants of higher education.

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