scholarly journals “We need to become ‘educational chameleons’”: from unified to multiple norms in a multilingual and international higher education context

2020 ◽  
Vol 8 (2) ◽  
pp. 233-256
Author(s):  
Ingrid de Saint-Georges ◽  
Gabriele Budach ◽  
Constanze Tress
Keyword(s):  
Higher Education ◽  
Social Mobility ◽  
Qualitative Interviews ◽  
Education Programme ◽  
Cultural Norms ◽  
International Higher Education ◽  
Evaluation Systems ◽  
Inquiry Approach ◽  
The Relationship

AbstractIn recent decades, scholars have documented how globalisation and mobility have changed our relationship with linguistic, social and cultural norms. Yet in most educational contexts, evaluation systems still tend to support the teaching of homogeneous knowledge mastered by all, and to portray linguistic standards as key for social mobility. Drawing on qualitative interviews conducted with students on an international and multilingual higher education programme, this paper examines what the students claim they learn from a programme premised instead on the circulation of a multiplicity of norms, standards and practices. The interviews, conducted on the basis of a co-inquiry approach, suggest that the students learn to 1) deal productively and agentively with tensions, 2) rethink their positions and 3) open up to unexpected experiences when teachers support them in navigating multiple norms. In conclusion, the paper highlights how the research elucidates two kinds of norms at play in the programme, institutional and lived norms, and the relationship between them. It also reflects on the utility of discussing multilayered norms (Canagarajah 2006) openly in a globalised higher education context.

Moral Conformism and Its Contents

2020 ◽  
pp. 148-166
Author(s):  
Manata Hashemi
Keyword(s):  
Social Mobility ◽  
Low Cost ◽  
High Impact ◽  
The State ◽  
Ethical Code ◽  
Cultural Norms ◽  
Citizen Engagement ◽  
Disadvantaged Youth ◽  
The Face ◽  
The Relationship

This chapter discusses the implications of facework for elucidating the relationship between morality and social mobility in the face of hardship. By imparting incremental social and economic wins, facework provides a low-cost though potentially high-impact tactic for disadvantaged youth to improve their lot in life in contemporary Iran. Simultaneously, in playing the game day in and day out, youth come to embody the moral dispositions endorsed by the game. In internalizing and abiding by an ethical code that derives from cultural norms and traditions, face-savers practice the moral prescriptions encouraged by the state. Simultaneously, in following the rules, face-savers are able to pursue their dreams and better their lives—a process indicative of their agency and their articulation of a space of influence within the hegemony of the state. While it remains unclear how far the game can take a person, what is certain is that facework reveals a new arena for citizen engagement in Iran.

scholarly journals The Creative Disruption of Degree Apprenticeships in the UK

2019 ◽  
pp. 57-83 ◽  
Author(s):  
Darryll Bravenboer
Keyword(s):  
Higher Education ◽  
Social Mobility ◽  
Economic Benefits ◽  
Professional Standards ◽  
Economic Position ◽  
The Uk ◽  
The Relationship

The introduction of an apprenticeship levy for employers with a payroll above £3m in 2017 has transformed the landscape for higher-level skills in the UK. While there is some evidence of the economic benefits of higher education, it seems to be largely operating to reproduce economic position rather than as an agent of social mobility. At the same time, UK employers have made it clear that graduates do not possess the range of skills that they require and yet have a poor record of investing in the development of their employees. In this problematized context, degree apprenticeships can operate to creatively disrupt our understanding of the relationship between higher education and work. Assumptions about the presumed differences between academic and professional standards, knowledge and competence, on-and-off-the-job learning are all challenged by the introduction of degree apprenticeships. Can universities overcome these challenges to rethink the role of higher education as the worlds of work and learning align?

scholarly journals The Achievement of University Access: Conversion Factors, Capabilities and Choices

2019 ◽  
Vol 7 (1) ◽  
pp. 52-60 ◽  
Author(s):  
Melanie Walker
Keyword(s):  
Higher Education ◽  
Social Mobility ◽  
Low Income ◽  
Qualitative Interviews ◽  
First Year ◽  
Conversion Factors ◽  
Her Family ◽  
University Access ◽  
Low Income Families

In the light both of persistent inequality of education opportunities for low income families and a wide equality gap in South Africa, this article explores students’ university access by applying Amartya Sen’s capability approach to a South African case study. The article demonstrates empirically that access is more than an individual project, shaped both by objective conditions and subjective biographies, that is by general conversion factors and a person’s social and personal options. Key conversion factors are material (income) and social (family, community, school, information), which produce an interlocking system of opportunity. Access thus requires more than formal opportunity to enable social mobility for all. The case study comprises qualitative interviews with diverse students in their first year at one university; illustrative narratives are selected to show different pathways, conversion factors and choices. Agency and self-efficacy emerge as especially important for making choices but also for constructing a higher education pathway where none exists for that person and her family. The article suggests that higher education has the potential to advance social mobility provided that it moves in the direction of expanding the capabilities of all students to have the choice of higher education.

An evaluation of the ‘Red Andalucia Ecocampus University of Malaga’ environmental education programme

2019 ◽  
Vol 6 (1) ◽  
pp. 378-385
Author(s):  
Juan-Jesus Martin-Jaime ◽  
Leticia-Concepcion Velasco-Martinez
Keyword(s):  
Higher Education ◽  
Environmental Education ◽  
Environmental Sustainability ◽  
Research Work ◽  
Education Programme ◽  
Service Staff ◽  
The University ◽  
The Impact ◽  
The Relationship ◽  
University Community

Training university students so that they become professionals who will promote an improvement in the relationship between socio-economic activity and the environment is one of the main challenges in higher education. Thus, it is important to evaluate the Environmental Education Programmes offered by public institutions to the university community. The objective of this research is to assess the impact of the ‘Red Andalucia Ecocampus University of Malaga’ Programme in relation to the involvement of the university community in the environmental sustainability of its setting. A mixed methods design was used. Research participants included teachers, students and administrative and service staff at different research and training centres of the University of Malaga (n = 387). The results in this research work reveal that this Programme has an effective methodological design when it comes to acquiring concepts and strengthening environmental values in the university community. Keywords: Environmental education, programme evaluation, sustainability, higher education.

Customer Orientation in Higher Education: The Missing Link in International Student Recruitment?

2011 ◽  
Vol 25 (2) ◽  
pp. 77-91 ◽  
Author(s):  
Johanna Julia Vauterin ◽  
Lassi Linnanen ◽  
Esa Marttila
Keyword(s):  
Higher Education ◽  
International Students ◽  
International Student ◽  
Student Recruitment ◽  
International Higher Education ◽  
International Student Recruitment ◽  
Strategic Relationships ◽  
The Relationship ◽  
University Industry ◽  
University Industry Linkages

This paper suggests that the service mindset of academia needs attention to ensure that the potential of university–industry linkages for creating value is used strategically in building advantage in the increasingly competitive market for international higher education. Universities should clearly articulate the value of the higher education–employability interface in the context of growing competition for international students. The paper studies university–industry linkages by deconstructing the relationship with a focus on university–industry service interactions in international higher education service delivery and use and by analysing the relationship elements and dynamics that affect the market for international student recruitment, placements and employability. The relationship marketing paradigm is applied to explain that, by adopting a market-driven, customer-oriented mindset, universities could build strategic relationships with industry, communicate their international higher education services to industry better and more forcefully and develop competitive advantage in attracting and retaining international students.

scholarly journals Dictatorship, Higher Education, and Social Mobility

2020 ◽  
Author(s):  
María Angélica Bautista ◽  
Felipe González ◽  
Luis R. Martinez ◽  
Pablo Muñoz ◽  
Mounu Prem
Keyword(s):  
Higher Education ◽  
Social Mobility ◽  
Military Coup ◽  
Market Outcomes ◽  
Reform Agenda ◽  
College Age ◽  
Redistributive Policies ◽  
The Military ◽  
The Relationship ◽  
Fiscal Conservatism

We study the capture of higher education by the Pinochet dictatorship following the 1973 military coup in Chile. We show that the regime’s twin aims of political control and fiscal conservatism led to a large contraction of all universities in the country, mostly through a steady reduction in the number of openings for incoming students. As a result, individuals that reached college age in the years immediately after the military coup experienced a sharp decline in college enrollment. These individuals had worse labor market outcomes throughout the life cycle and struggled to climb up the socioeconomic ladder. Children with a parent in the affected cohorts are themselves less likely to enroll in university, even after democratization. These findings illustrate the relationship between political regimes, redistributive policies and social mobility. They also shed light on the long-lasting effects of the reform agenda implemented under Pinochet.

scholarly journals “The Inevitability of Globalized International Higher Education”

2020 ◽  
Vol 11 (Winter) ◽  
pp. 103-106
Author(s):  
Ryan Deuel
Keyword(s):  
Higher Education ◽  
International Students ◽  
Macro Level ◽  
International Higher Education ◽  
Governmental Organizations ◽  
Micro Level ◽  
Internationalization In Higher Education ◽  
The Relationship ◽  
Educational Studies ◽  
Policies And Practices

The relationship between the discourse of internationalization in higher education and the neoliberal discourse of globalization as a disciplining cultural and economic force in our society continues to be an important area of focus for educational studies. This study develops a genealogy of internationalization at three tiers of analysis: at the macro level, where ‘globalization’ operates as a governing discourse within policies and practices of national and transnational governmental organizations; at the mezzo level, where ‘internationalization’ operates as a governing discourse among HEIs and professional higher education associations; and, at the micro level, where the discourses of globalization and internationalization work in concert to govern the conduct of international students.

scholarly journals Beyond listening: the value of co-research in the co-construction of narratives

2021 ◽  
pp. 146879412199960
Author(s):  
Sandra Lyndon ◽  
Becky Edwards
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Case Studies ◽  
Qualitative Interviews ◽  
Research Process ◽  
Listening Guide ◽  
Working Together ◽  
The Relationship ◽  
Over Time

In this article, we discuss how co-research – two researchers working together at each stage of the research process – can be used to analyse narratives created from qualitative interviews (drawing on Brown and Gilligan’s Listening Guide). We argue that co-research affords a richness and depth of analysis and propagates multiple, layered interpretations through a process of co-reflection. To illustrate our approach, we present an analysis of two case studies from the ‘From Adversity to University’ project, a longitudinal qualitative study evaluating the effectiveness of a bridging module as a way into higher education for students who have been affected by homelessness in England. We co-reflect on how our participants, our relationship with our participants and our relationship with each other as researchers has changed over time. We conclude that a co-researcher approach to analysing narratives is textually and emotionally enriching, as the co-constructed multiple interpretations transform not just the analysis of the text but also the relationship between researchers and their participants in new and unexpected ways.

Gender and Nation Building in Qatar

2019 ◽  
Vol 15 (3) ◽  
pp. 344-366 ◽  
Author(s):  
Alainna Liloia
Keyword(s):  
Higher Education ◽  
Gender Roles ◽  
Qualitative Interviews ◽  
Nation Building ◽  
Traditional Values ◽  
Modern Development ◽  
Gender And Nation ◽  
The Relationship ◽  
Representations Of Women ◽  
Women’S Views

Abstract This article explores the relationship between gender and modern nation building in Qatar, with attention to how Qatari women negotiate the challenges of modern development and social change. The article analyzes Qatar’s strategic use of gendered nation-building initiatives, founded on representations of women as both symbols of tradition and markers of modernity, to facilitate modern development and construct a national identity. In addition, the article uncovers the myriad ways Qatari women respond to the state’s gendered initiatives and dualistic expectations, engage with state conceptualizations of modernity and tradition, and negotiate social and religious gender norms. The article argues that Qatari women’s views reflect their strategic negotiation, rather than uncritical submission or acceptance, of social and religious norms alongside increased expectations for participation in the workforce and higher education. The study, derived from fifteen qualitative interviews with Qatari women aged twenty-six to fifty-six, unearths certain trends in participant views on gender roles, modern development, and tradition. The participants express satisfaction with and a desire to maintain established gender paradigms. They simultaneously emphasize the positive aspects of modernization and express concern about a loss of traditional values.

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