Anniversaries of Institutions of Higher Education: The Status and Perspectives of Current Research

2021 ◽  
pp. 21-40
Author(s):  
Anton F. Guhl ◽  
Gisela Hürlimann
Keyword(s):  
Higher Education ◽  
Institutions Of Higher Education ◽  
The Status

scholarly journals Politicised compassion and pedagogical partnership: A discourse and practice for social justice in the inclusive academy

2020 ◽  
Vol 4 (1) ◽  
pp. 16-33
Author(s):  
Suanne Gibson ◽  
Alison Cook-Sather
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Student Success ◽  
International Research ◽  
Status Quo ◽  
Institutions Of Higher Education ◽  
Student Agency ◽  
Policy Practice ◽  
The Status ◽  
Individual Success

Despite changes prompted by global legalisation and policy developments for social justice and inclusion, many institutions of higher education remain driven by neoliberal values, an endemic culture of performativity, and an emphasis on individual success. These phenomena inform, disfigure, and invert inclusion and equality in policy, practice, and outcome. In response, we propose politicised compassion fostered through pedagogical partnership as a political and social justice reaction to the status quo. This paper explores this proposal, grounding it in international research studies on student experience, partnership, and equality. The work’s novelty is in its advancement of Zembylas’ (2013) work on “critical compassion” through what we term politicised compassion with the goal of enabling sustained student agency, student success, and the creation of active, considerate citizens. Our work invites critical considerations of where such a discourse for meaningful social justice and equality can take place within the academy.

Diversity in Kinesiology: Theoretical and Contemporary Considerations

2013 ◽  
Vol 2 (3) ◽  
pp. 156-169 ◽  
Author(s):  
Samuel R. Hodge ◽  
Doris R. Corbett
Keyword(s):  
Higher Education ◽  
United States ◽  
Predominantly White ◽  
Organizational Socialization ◽  
The United States ◽  
Predominantly White Institutions ◽  
Institutions Of Higher Education ◽  
White Institutions ◽  
The Status ◽  
Hispanic Faculty

In this article, the authors engage in discourse centrally located in the organizational socialization of Black and Hispanic kinesiology faculty and students within institutions of higher education. First, our commentary is situated in the theoretical framework of organizational socialization in regards to insight about the plight of Black and Hispanic kinesiology professionals. Next, data are presented that highlight the status of Black and Hispanic faculty in academe. Informed by previous research, the authors also discuss the socialization experiences of such faculty in kinesiology programs and departments, particularly at predominantly White institutions of higher education. Lastly, challenges are identified that are associated with recruiting, hiring, retaining, securing tenured status, and advancing Black and Hispanic faculty at leading doctorate-granting institutions in the United States.

scholarly journals Challenges for Higher Education in Crisis Stricken Times – The Effects of Covid-19 in Preparing Universities for the Future

تجسير ◽  
2021 ◽  
Vol 2 (2) ◽  
pp. 71-78
Author(s):  
Mariam Al-Maadeed ◽  
Miguel Athayde Marques
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Higher Education Institutions ◽  
Institutions Of Higher Education ◽  
Sense Of Purpose ◽  
Strategic Direction ◽  
2030 Agenda ◽  
The Future ◽  
The Status

This viewpoint analyses the status and transformation of Higher Education institutions during unpredicted great challenges such as the current Covid-19, which disrupted most of the economies on the planet. The changes facing Higher Education are not new, transformation has been seen in different areas, but shifts are expected to be deeper and faster after the pandemic. We show how the Higher Education institutions can resist and transform during the pandemic and we also discuss how these institutions can come out of the recession stronger and become capable of achieving long-term sustainability. For that aim, a leaner and more effective institution system with modified flexible policies that contribute to society and, at the same time, are mission-driven, is expected to be achieved. Universities in their recovery efforts must look far ahead and should not miss the opportunity to reassess their usefulness to society, nor to refocus their sense of purpose. We suggest that institutions of Higher Education play a more important role in achieving the 2030 Agenda for Sustainable Development and contribute decisively to the several SDGs. In addition, we argue that the strategic direction of universities must be focused on stakeholder responsibility principles known as Environmental, Social, and Governance – ESG. Finally, we argue that the governance dimension is particularly critical for Higher Education institutions if they want to achieve long-term efficiency, sustainability and purpose.

Blended Learning as a Transformative Design Approach

2011 ◽  
pp. 200-204 ◽  
Author(s):  
D. R. Garrison
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Innovative Approach ◽  
Institutions Of Higher Education ◽  
Learning Approaches ◽  
Action Plans ◽  
Strategic Action ◽  
The Status

It is becoming clear that blended learning has the potential to transform higher education (Bonk & Graham, 2006; Garrison & Kanuka, 2004; Garrison & Vaughan, 2007). With the acceptance that higher education must more actively engage students in meaningful learning experiences, institutions of higher education are exploring blended learning course and program redesigns. The status quo with a reliance on the lecture to transmit information is being seriously questioned. The focus here is on exploring blended learning as an innovative approach to the design of teaching and learning in higher and distance education. Strategic action plans for the adoption of blended learning approaches will also be outlined.

scholarly journals INSTITUTIONAL MODEL OF HIGHER EDUCATION AS A FRAMEWORK OF KNOWLEDGE MANAGEMENT

2019 ◽  
Vol 31 (5) ◽  
pp. 1217-1222
Author(s):  
Rade Ratković ◽  
Dragana Žečević ◽  
Milica Vulević
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Knowledge Management ◽  
Higher Education Institutions ◽  
Institutions Of Higher Education ◽  
Tuition Fees ◽  
Higher Education System ◽  
Study Programs ◽  
The Status

Process management in any organization is primarily limited by characteristics of the organization. This equally applies to higher education area. The management system for higher education institutions is based on its institutional characteristics. The essential elements on which the quality of knowledge management in higher education institutions depends are: the status of higher education institutions, the quality of institutions of higher education and the system of financing higher education institutions. In the case of Montenegro, as transition country, important elements of the system of higher education are defined by Low from 2018. The status of the institutions does not comply with international standards. We do not have the possibility for a clear international recognition of higher education institutions in Montenegro (University, College, College-University ), as well as clearly defined universities of academic and applied sciences university (Croatian University). The functionality and equity of higher education institutions must be ensured by regulations and change the disability status of independent faculties in the current legislation. Problematic points of the existing Law are related to the following: financial guarantee of continuity of study programs and re-accreditation of study programs. It is necessary to legislate new principles of higher education financing which support the balance between the financing of higher education institutions (on the basis of a contract on education of a certain staff profile) and direct student financing (through vouchers for the benefit of students, at the expense of the budget and / or granting loans to students education, which, depending on the achieved success, which students return to certain deadlines after graduation and employment). Tuition fees for all institutions of higher education must be based on an objectively determined cost of student studies, and tuition fees below the cost price (prohibition of dumping fees) should not be tolerated, except for the usual incentives, discounts and scholarships at the expense of the institution's funds, but not the funds that the institution receives from the budget. Accreditation and re-accreditation of the higher education institution should provide conditions for: internal quality assurance, external quality assurance and control of the process by quality assurance agencies. Under the conditions of this higher education system, uninterrupted development of modern forms of higher education is possible, especially one that is dominant in developed education systems, as well as the success of knowledge management in the higher education system.

scholarly journals Gender Inequality, Stress Exposure, and Well-Being among Academic Faculty

2020 ◽  
Vol 10 (2) ◽  
pp. 240
Author(s):  
Marta Elliott ◽  
Sarah J. Blithe
Keyword(s):  
Higher Education ◽  
Well Being ◽  
Work Life ◽  
Women Faculty ◽  
Gender Inequalities ◽  
Institutions Of Higher Education ◽  
The Status ◽  
Academic Faculty ◽  
Differential Exposure ◽  
Work Life Conflict

Gender inequalities in salary, rank and access to leadership positions characterize institutions of higher education and disadvantage women faculty. Differential exposure to noxious working conditions and restricted access to social resources may underlie these inequalities by detracting from women faculty’s well-being, thereby perpetuating the status quo. This study applies stress process theory to analyze this inequitable state of affairs, treating gender as a social status in higher education that predicts differential exposure to stressors and access to resources. Stressors and resources, in turn, predict faculty well-being. Stressors include micro-aggressions and work-life conflict, and resources include collegiality with peers and support from administrators. Survey data were collected from academic faculty at a mid-sized Western university in the U.S. Results indicate that women faculty experience micro-aggressions and work-life conflict more often than men, and report less supportive relationships with their deans. Moreover, micro-aggressions and work-life conflict are positively associated with psychological distress and job dissatisfaction, while dean support has the opposite associations. Open-ended responses supplement the quantitative findings with vivid examples of how these phenomena play out in individual faculty members’ lives. Implications for how institutions of higher education might introduce change to address these findings are discussed.

scholarly journals How Self-Concept Interferes Between Integrative Leadership and Leadership Effectiveness

2019 ◽  
Vol 8 (3) ◽  
pp. 4685-4690
Keyword(s):  
Higher Education ◽  
Leadership Effectiveness ◽  
Self Concept ◽  
Institutions Of Higher Education ◽  
Common Goal ◽  
Balanced Approach ◽  
The Status ◽  
The Common ◽  
Integrative Leadership ◽  
Mutual Action

This paper uses a qualitative study method, describing the association of Integrative Leadership and SelfConcept with Leadership Effectiveness. It attempts to explore the intersection of these concepts rooted in higher education Institutions at a deeper level. This can provide practitioners with clues on how to realistically apply the theory to everyday practice. Moreover, through integrative leadership and self-concept, this paper describes how leadership effectiveness can be ensured in a ways that can foster mutual action in order to achieve the common goal. This can be used to push back on the forces of individualism, neoliberalism, and “tyranny of the majority” that tend to undermine democracy and perpetuate inequality in the Institutions of higher education. While this paper suggests a more collective or communitarian view, the intent is not to reject individual and neoliberal values, but to create a more balanced approach for the status quo. This paper lays the foundation of a more comprehensive conceptualization of leading and self as both the fields include diversity of approaches and theories

The Demand for Doctorally Prepared Public Health Personnel in Institutions of Higher Education

1988 ◽  
Vol 4 (5) ◽  
pp. 298-301 ◽  
Author(s):  
F. Douglas Scutchfield ◽  
Sharon Quimson ◽  
Stephen J. Williams ◽  
Richard Hofstetter
Keyword(s):  
Public Health ◽  
Higher Education ◽  
Health Personnel ◽  
Institutions Of Higher Education
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