Si Se Puede Apoyar

University Level ◽

This paper explores the influence and impact of support from higher education professionals on Latinx womxn identifying students identity development and college completion. An analysis of current literature allows for an understanding of the different categories of support that Latinx womxn can benefit from and that currently exist. This paper goes a step further by engaging in qualitative research in the form of semi-structured interviews with Latinx womxn at a variety of institution types to further gather data on their college experiences and how they feel support, or lack thereof, from higher education professionals. This paper is helpful in providing recommendations and potential solutions that higher education professionals in any functional area can effectively implement to better support Latinx womxn at the university level.

Modeling the Factors that Influence Employee Attitude and Service Delivery Behavior among Higher Education Professionals

Journal of Economics and Behavioral Studies ◽

10.22610/jebs.v8i5(j).1439 ◽

2016 ◽

Vol 8 (5(J)) ◽

pp. 146-158

Author(s):

Omoruyi O. ◽

Chinomona E

Keyword(s):

Higher Education ◽

Professional Development ◽

South Africa ◽

Service Delivery ◽

Policy Makers ◽

University Policy ◽

Education Professionals ◽

Employee Attitude ◽

Good and well calculated service delivery is very essential for the smooth running of institutions and for life long learning of students. Looking at factors that lead to employee attitude and service delivery bevaviour helps the higher education professionals to build a strong positive relationships with peers, students, staff and university leaders. This paper will look at remuneration, professional development and Information Communication Technology (ICT) efficiency as factors that contribute to positive employee attitude and good service delivery behaviour. Efforts by higher education institutions to improve the quality and standards of education professionals have progressed through the use of various forms of student feedback and methods of evaluation in an attempt to understand what matters to studentsâ€™ and educational professionals regarding their educational experience. Structured questionnaires were distributed to university professionals, which include all university staff like Deans of faculties, Heads of departments and lecturers at one University of Technology (UoT). A quantitative method using Smart PLS was employed to test the relationships among the four hypotheses. The positive relationship between the four proposed hypotheses validatesthat remuneration; professional Development and ICT efficiencyare instrumental strategy to stimulating employee attitude and service delivery behavior of employees.Practically, the study build on a new direction towards research based on consumer behaviour by opening up a discussion on the importance of marketing practices in the development and improvement of service delivery behaviours in one UoTs in South Africa. Based on the findings, recommendations will be made to both the university policy makers and the university professionals for efficacy reasons. The proposed study is expected to have practical and theoretical implications to policy makers for the university and university professionals. In addition, it will provide added insights and added new knowledge to the existing body of literature hitherto not studied extensively in South Africa and UoT in particular.

Advances in Higher Education and Professional Development - Examining Social Change and Social Responsibility in Higher Education ◽

Towards Socially Responsible Higher Education

10.4018/978-1-7998-2177-9.ch003 ◽

2020 ◽

pp. 29-49

Author(s):

Calley Stevens Taylor ◽

Mary-Alice Ozechoski

Keyword(s):

Higher Education ◽

College Students ◽

Basic Needs ◽

College Completion ◽

Socially Responsible ◽

Education Professionals ◽

College Completion Rates ◽

Aid Programs ◽

The Impact

This chapter proposes that higher education has a responsibility to reduce disparities in college completion rates and argues that emergency aid programs should serve as an important component of this work. It offers an overview of recent research on the impact of basic needs gaps, with special attention to issues relating to food and housing insecurity. Organizations, colleges, and universities working to close resource gaps are then described. These examples demonstrate the wide range of programs and services being put in place to address these needs among college students, which, without intervention, can significantly hinder college completion. Finally, the authors offer a series of recommendations and resources for higher education professionals and partners interested in implementing or expanding emergency aid and other basic needs programs for college students.

Leaving Home: The Challenges of Black-African International Students Prior to Studying Overseas

Journal of International Students ◽

10.32674/jis.v6i2.372 ◽

2016 ◽

Vol 6 (2) ◽

pp. 588-613

Author(s):

Elizabeth Frances Caldwell ◽

Denis Hyams-Ssekasi

Keyword(s):

Higher Education ◽

International Students ◽

Host Institution ◽

Structured Interviews ◽

Host Countries ◽

Leaving Home ◽

African Students ◽

Black African ◽

Education Professionals ◽

Higher Education Professionals

Much of the literature on international students centres on their experiences once they arrive in their host countries. This study explores the preparations of Black-African students for leaving their home countries to study abroad. Semi-structured interviews were carried out with 50 Black-African students studying at one British university. The students spoke of the complex and frustrating process of obtaining visas and applying to university abroad as well as the tensions they felt in leaving their communities. These pressures were extensive and impacted their subsequent ability to adjust to life in their host institution. A greater understanding of the backgrounds of international students will enable higher education professionals to develop more culturally inclusive universities.

WORK-BASED LEARNING IN HIGHER EDUCATION: EXPERIENCE AND CHALLENGES OF LEARNERS, WORKPLACES AND INSTITUTIONS OF HIGHER EDUCATION

NORDSCI Conference proceedings, Book 1 Volume 3 ◽

10.32008/nordsci2020/b1/v3/15 ◽

2020 ◽

Author(s):

Anne Roosipõld ◽

Krista Loogma ◽

Mare Kurvits ◽

Kristina Murtazin

Keyword(s):

Higher Education ◽

University Education ◽

Structured Interviews ◽

Policy And Practice ◽

Constructivist Learning Theory ◽

Education Experience ◽

Restaurant Management ◽

The Social ◽

The University ◽

Social Constructivist Learning

In recent years, providing higher education in the form of work-based learning has become more important in the higher education (HE) policy and practice almost in all EU countries. Work-based learning (WBL) in HE should support the development of competences of self-guided learners and adjust the university education better to the needs of the workplace. The study is based on two pilot projects of WBL in HE in Estonia: Tourism and Restaurant Management professional HE programme and the master’s programme in Business Information Technology. The model of integrative pedagogy, based on the social-constructivist learning theory, is taken as a theoretical foundation for the study. A qualitative study based on semi-structured interviews with the target groups. The data analysis used a horizontal analysis to find cross-cutting themes and identify patterns of actions and connections. It appears, that the challenge for HE is to create better cooperation among stakeholders; the challenge for workplaces is connected with better involvement of students; the challenge for students is to take more initiative and responsibility in communication with workplaces.

HIGHER EDUCATION CONNECTIONS WITH THE K-12 NEXT GENERATION SCIENCE STANDARDS (NGSS): A DRIVING FORCE FOR SCIENTIFIC RESEARCH AT THE UNIVERSITY LEVEL

10.1130/abs/2016am-284871 ◽

2016 ◽

Author(s):

Rosemary A. Millham ◽

Keyword(s):

Higher Education ◽

Driving Force ◽

Scientific Research ◽

Next Generation Science Standards ◽

Next Generation ◽

Science Standards ◽

University Level ◽

K 12 ◽

Challenges of collaborative education and academic learning in engineering higher education

International Journal for Innovation Education and Research ◽

10.31686/ijier.vol8.iss8.2504 ◽

2020 ◽

Vol 8 (8) ◽

pp. 192-202

Author(s):

Marcelo de Jesus Rodrigues da Nóbrega ◽

Patrícia Guedes Pimentel ◽

Flavio Maldonado Bentes

Keyword(s):

Higher Education ◽

Professional Training ◽

Collaborative Teaching ◽

Academic Learning ◽

Professional Relationship ◽

Education Professionals ◽

Collaborative Education ◽

Everyday Problems ◽

Education Process

The focus that will be given in this article, is the relevance of collaborative teaching in the academic environment, with emphasis on higher education in engineering, considering the professional relationship between educating agents and students. To assist in the higher education process, the main challenges encountered will also be addressed, as well as to point out possible increasingly necessary solutions. Raising such important educational issues is necessary since the reference of an institution of higher education is based, among other aspects, on the qualifications of the teacher and his professional training, as well as on his ability to deal with everyday problems. Thus, seeking to achieve the proposed objectives, a bibliographic review was carried out on the theme presented and its consequences in relation to higher education, focusing on engineering courses. In addition to defining concepts related to collaborative teaching, this study links the relationships between higher education professionals, to the institution's growth and improvement. Finally, it was possible to verify that some of the problems listed in the present study are related to the way in which education professionals deal with everyday matters.

Thoughts on the higher education system in Poland. Changes – issues – evaluation. Part 1

Kultura-Społeczeństwo-Edukacja ◽

10.14746/kse.2017.11.8 ◽

2019 ◽

Vol 11 (1) ◽

pp. 119-137

Author(s):

Małgorzata Grzywacz ◽

Grażyna Miłkowska ◽

Magdalena Piorunek ◽

Lech Sałaciński

Keyword(s):

Higher Education ◽

Education System ◽

Bologna Process ◽

Education Systems ◽

Higher Education System ◽

Higher Education Systems ◽

University Level ◽

The Individual ◽

The University ◽

Education Science

This report is a part of the results of the international project entitled “Studium in Osteuropa: Ausgewählte Aspekte (Analysen, Befunde)” conducted in the years 2013-2015 under supervision of Prof. Wilfried Schubarth and Dr Andreas Seidl from the Potsdam University, Department of Education Science, and Prof. Karsten Speck from the University of Oldenburg, Germany. The project was conducted jointly by representatives of academic centres from Germany, the Czech Republic, Poland and Russia. Its general aim was a comparative analysis of the effects of implementation of Bologna Process directives into the higher education systems of the individual countries. The changes introduced into the higher education systems in the countries involved in the project were described and evaluated, discussed was in particular the problems of education of teachers at the university level. The following text is the result of the contribution of the Polish group participating in the project. The report will be presented in two parts. The first part is focused on the macro-societal context of transformations in the higher education system in Poland. The implementation of selected aspects of Bologna Process directives is described and supplemented by empirical comments. The second part deals with selected aspects of university level education of teachers, followed by a polemic against the assumptions and execution of the target transformations of higher education system.

Faculty Turnover And Salary Compression In Business Schools: Comparing Teaching And Research Missions

Journal of Applied Business Research (JABR) ◽

10.19030/jabr.v17i2.2071 ◽

2011 ◽

Vol 17 (2) ◽

Author(s):

Sid Glandon ◽

TerryAnn Glandon

Keyword(s):

Higher Education ◽

Business Schools ◽

Faculty Members ◽

Hiring Practices ◽

Unexpected Result ◽

Turnover Rates ◽

Faculty Turnover ◽

University Level ◽

The Cost ◽

Excessive employee turnover has plagued industry and higher education, increasing the cost of manufacturing a product, delivering a service or providing quality education.  Most research conducted in this area has concentrated on industry.  The few studies that have investigated turnover in higher education were done at the university level while this paper focuses on faculty turnover in business schools.  Another difference that distinguishes this paper is that actual turnover figures were used, rather than intentions to leave.  Salary compression was also explored, an issue that concerns many faculty members. This occurs when new doctorates are hired at salaries almost equal to that of existing faculty.  Our research found that turnover rates are higher in small, teaching institutions, as anticipated.  An unexpected result was that salary compression was greater in one of the research institutions.  This may be due to abnormal hiring practices of that school.

Virginia Gordon as Servant Leader

NACADA Journal ◽

10.12930/nacada-19-015 ◽

2019 ◽

Vol 39 (2) ◽

pp. 5-18

Author(s):

Elizabeth M. Higgins ◽

Susan M. Campbell

Keyword(s):

Higher Education ◽

Academic Advising ◽

Growth And Development ◽

Role Model ◽

Evidence Based ◽

Servant Leader ◽

Education Professionals ◽

The Many ◽

Scholarly Inquiry

Virginia Gordon was a teacher, scholar, practitioner, and leader who also served as a role model and mentor to others. Her insight and research informed the many innovative initiatives she pursued on behalf of the student advising experience. Gordon's scholarly and evidence-based approach set the stage for academic advising as a field of scholarly inquiry and helped shape the growth and direction of the profession. Virginia Gordon's work was other-directed. Her goal was always to support the growth and development of others. This qualitative study tried to capture Gordon as understood by the higher education professionals who knew her, worked with her, and/or studied with her. That she was other-directed supports our view regarding Virginia Gordon as a servant leader.