scholarly journals Income and Access to Higher Education: Are High Quality Universities Becoming More or Less Elite? A Longitudinal Case Study of Admissions at UW-Madison

2016 ◽  
Vol 2 (1) ◽  
pp. 69-89 ◽  
Author(s):  
Sara E. Dahill-Brown ◽  
John F. Witte ◽  
Barbara Wolfe
Keyword(s):  
Higher Education ◽  
Access To Higher Education ◽  
Longitudinal Case Study ◽  
High Quality

Widening Access to Higher Education – An Australian Case Study

2003 ◽  
Vol 8 (2) ◽  
pp. 195-212
Author(s):  
Glen Postle ◽  
Andrew Sturman
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Access To Higher Education ◽  
History Of Higher Education ◽  
Student Groups ◽  
Diverse Student ◽  
History Of ◽  
Australian Case ◽  
Open And Distance Learning

In this paper the authors trace the development of equity within the Australian higher education context over the latter part of the last century. In particular they focus on the ways different perspectives (liberalist-individualist and social democratic) have shaped what has been a dramatic increase in the number and diversity of students accessing higher education in Australia. The adoption of a specific perspective has influenced the formation of policies concerning equity and consequently the way universities have responded to the pressures to accept more and different students. These responses are captured under two main headings – ‘restructuring the entry into higher education’ and ‘changing the curriculum within higher education’. Several examples of current programs and procedures based upon these are explained. The paper concludes with the identification of three ‘dilemmas' which have emerged as a result of the development and implementation of equity processes and procedures in higher education in Australia. These are: (a) While there has been an increase in the number and range of students accessing higher education, this has been accompanied by a financial cost to the more disadvantaged students, a cost which has the potential to exacerbate equity principles. (b) For one of the first times in the history of higher education, a focus is being placed on its teaching and learning functions, as opposed to its research functions. The problem is that those universities that have been obliged to broaden their base radically have also been obliged to review their teaching and learning practices without any budgetary compensation. (c) A third consequence of these changes relates to the life of a traditional academic. Universities that have been at the forefront of ‘changing their curriculum’ to cope with more diverse student groups (open and distance learning) have seen the loss of ‘lecturer autonomy’ as they work more as members of teams and less as individuals.

Reconceptualizing Learning Designs in Higher Education

2015 ◽  
pp. 220-237
Author(s):  
Nathaniel Ostashewski ◽  
Sonia Dickinson-Delaporte ◽  
Romana Martin
Keyword(s):  
Higher Education ◽  
Traditional Classroom ◽  
Digital Learning ◽  
Longitudinal Case Study ◽  
Implementation Project ◽  
Classroom Activities ◽  
Design Considerations ◽  
Education Environment ◽  
Over Time

This goal of this chapter is to provide a design and development roadmap for the adaptation of traditional classroom activities into engaging iPad-based digital learning activities. Reporting on an ongoing longitudinal case study, the chapter provides an overview of rationale and design considerations of the authentic iPad learning design implementation project, and the outcomes and improvements made over time. The iPad activities described provide further details of the approach taken and adaptations made. Since implementing iPad activities into this higher education environment several terms ago, the lecturer reports significantly higher levels of student engagement. Additionally, students report that the classroom activities in the post-graduate marketing course are authentic, transferrable, and are more engaging due the use of the iPad-based activities.

Reconceptualizing Learning Designs in Higher Education

2018 ◽  
pp. 319-337
Author(s):  
Nathaniel Ostashewski ◽  
Sonia Dickinson-Delaporte ◽  
Romana Martin
Keyword(s):  
Higher Education ◽  
Traditional Classroom ◽  
Digital Learning ◽  
Longitudinal Case Study ◽  
Implementation Project ◽  
Classroom Activities ◽  
Design Considerations ◽  
Education Environment ◽  
Over Time

This goal of this chapter is to provide a design and development roadmap for the adaptation of traditional classroom activities into engaging iPad-based digital learning activities. Reporting on an ongoing longitudinal case study, the chapter provides an overview of rationale and design considerations of the authentic iPad learning design implementation project, and the outcomes and improvements made over time. The iPad activities described provide further details of the approach taken and adaptations made. Since implementing iPad activities into this higher education environment several terms ago, the lecturer reports significantly higher levels of student engagement. Additionally, students report that the classroom activities in the post-graduate marketing course are authentic, transferrable, and are more engaging due the use of the iPad-based activities.

scholarly journals Transculturality in higher education

2020 ◽  
Vol 13 (3) ◽  
pp. 41-60
Author(s):  
Heidi A. Smith
Keyword(s):  
Higher Education ◽  
International Students ◽  
Learning Experiences ◽  
Student Experience ◽  
Longitudinal Case Study ◽  
Education Students ◽  
Ability To Work ◽  
Local Students

One way in which higher education has responded to globalisation and the emergence of transculturality has been to expand its focus on internationalisation at an unprecedented rate. Traditionally this occurred through international students and their contact with local students. A longitudinal case study into the student experience of transculturality in the Erasmus Mundus Transcultural European Outdoor Studies Masters programme found transcultural self-growth and transcultural capabilities of resilience, intelligence and the ability to work through fatigue to be central to their experience. Using Kemmis and Smith’s (2008a) themes related to praxis (doing, morally committed action, reflexivity, connection, concreteness and a process of becoming) this theoretical article explores the place of critical transcultural pedagogical praxis in supporting transcultural learning experiences of higher education students.

scholarly journals Research on the factors impact on the cohesion in higher education training between universities and enterprises: case study in Danang

2017 ◽  
Vol 33 (4) ◽  
Author(s):  
Ngo Anh Hoang ◽  
Nguyen Thi Hanh
Keyword(s):  
Higher Education ◽  
Human Resources ◽  
Critical Role ◽  
Social Needs ◽  
High Quality ◽  
Central Vietnam ◽  
Feasible Solutions ◽  
Higher Institutions ◽  
Scientific Achievements

Higher education plays critical role in providing human resources to society in all areas. Universities are thriving to carry out the test of training citizens to meet social needs; exploring science and technology, bringing scientific achievements into practice to serve the industrialization and modernization of the countries. However, our higher institutions have not accomplished all of these goals; we are preferring to focus on training generations of graduates with excellent results only in their academic performance, despite the increasing demands of enterprises in reality. This research studied the factors that influence the cohesion between universities and enterprises, thereby, suggesting further feasible solutions and policies strengthening this critical relationship, shifting universities education closer to practical needs, generating high-quality employees for society, producing breakthroughs in scientific research, therefore, delivering benefits to among  universities, enterprises, and society to improve linkage in geo-training in Da Nang city in particular and Central Vietnam in general.

Improving Access to Higher Education With UDL and Switch Access Technology

2017 ◽  
pp. 13-30 ◽  
Author(s):  
Luis Perez ◽  
Ann Gulley ◽  
Logan Prickett
Keyword(s):  
Higher Education ◽  
Universal Design For Learning ◽  
Motor Impairment ◽  
Access To Higher Education ◽  
Access Technology ◽  
Technology System ◽  
Design For Learning ◽  
Ongoing Development ◽  
The Individual

This chapter presents an in-depth case study of the creative use of a mobile technology system by a diverse learner who is also one of the authors of the chapter. This learner is blind, has significant fine and gross motor impairment, and speaks in a whisper that is not understood by today's speech recognition technology. The learner's inclusion as an author is, in itself, a testimony to the empowerment the mobile communication system has brought to his life, which in turn has allowed him to be an active participant in the design of a learning environment based on Universal Design for Learning (UDL) principles. More specifically, the chapter details the ongoing development of a system for making math content more accessible not only to the individual learner who is the focus of the case study, but to other learners who struggle with higher level math content in higher education.

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