scholarly journals Diversity and Inclusion in Higher Education

2021 ◽  
Vol 19 (1-2) ◽  
pp. 70-81
Author(s):  
Aranka Varga ◽  
Kitti Vitéz ◽  
István Orsós ◽  
Bálint Fodor ◽  
Gergely Horváth
Keyword(s):  
Higher Education ◽  
Academic Life ◽  
Disadvantaged Students ◽  
Questionnaire Study ◽  
International Studies ◽  
Diverse Group ◽  
Diversity And Inclusion ◽  
Socially Disadvantaged ◽  
The University ◽  
Inclusion And Diversity

Our study clarifies the concepts of inclusion and diversity based on domestic and international studies. We examine how diversity has become a feature of higher education, and the additional causes and consequences behind the focus of inclusivity. Our questionnaire study explored the extent to which the diverse group of students of the University of Pécs (N: 809) is involved in the university social and academic life, and whether those with social disadvantages show a difference in involvement. The results revealed that socially disadvantaged students are underrepresented in large university programmes, however, student colleges and other micro-communities are more able to address these students in a personal way and to provide an inclusive environment.

scholarly journals Diverzitás és inklúzió a felsőoktatásban

Educatio ◽  
2021 ◽  
Vol 29 (3) ◽  
pp. 449-464
Author(s):  
Aranka Varga ◽  
Kitti Vitéz ◽  
István Orsós ◽  
Bálint Fodor ◽  
Gergely Horváth
Keyword(s):  
Higher Education ◽  
Academic Life ◽  
Disadvantaged Students ◽  
Questionnaire Study ◽  
International Studies ◽  
Diverse Group ◽  
Socially Disadvantaged ◽  
The University ◽  
Inclusion And Diversity

Összefoglaló. Tanulmányunk hazai és nemzetközi írásokra támaszkodva tisztázza az inklúzió és a diverzitás fogalomkörét. Vizsgáljuk, hogy miként vált a felsőoktatás jellemzőjévé a diverzitás, valamint az inkluzivitás fókuszba kerülése mögött meghúzódó további okokat és következményeket. Kérdőíves kutatásunk arra irányult, hogy a Pécsi Tudományegyetem diverz hallgatói köre (N: 809) mennyire részese az egyetemi közösségi és tudományos életnek, mutatnak-e különbséget a társadalmi hátránnyal küzdők a bevonódásban. Az eredmények rámutattak, hogy a nagy egyetemi programokon a társadalmi hátrányban levők alulreprezentáltak, azonban a szakkollégiumok és egyéb mikroközösségek nagyobb mértékben képesek a személyes megszólításra, az inkluzív közeg biztosítására. Summary. Our study clarifies the concepts of inclusion and diversity based on domestic and international studies. We examine how diversity has become a feature of higher education, and the additional causes and consequences behind the focus of inclusivity. Our questionnaire study explored the extent to which the diverse group of students of the University of Pecs (N: 809) is involved in the university social and academic life, and whether those with social disadvantages show a difference in involvement. The results revealed that socially disadvantaged students are underrepresented in large university programmes, however, student colleges and other micro-communities are more able to address these students in a personal way and to provide an inclusive environment.

Introduction

2021 ◽  
pp. 1-10
Author(s):  
Gerald J. Beyer
Keyword(s):  
Higher Education ◽  
Catholic Social Teaching ◽  
The United States ◽  
Social Teaching ◽  
Catholic Higher Education ◽  
Catholic Colleges ◽  
Responsible Investment ◽  
Diversity And Inclusion ◽  
Institutions Of Higher Learning ◽  
The University

The introduction describes the author’s purpose, aims, and methodology of the book and why it should matter to all who care about Catholic higher education. The author discusses his own indebtedness to Catholic higher education and acknowledges that Catholic colleges and universities in the United States serve students and society in laudable ways. However, the introduction presents the thesis of the book: many Catholic institutions of higher education have failed to embody the values of the Gospel and the principles of Catholic social teaching (CST) in some important institutional policies and practices. Just Universities argues that the corporatization of the university undermines the fidelity of Catholic higher education to its mission by hindering efforts to promote worker justice on campus, equitable admissions, financial aid, and retention policies, just diversity and inclusion policies, and socially responsible investment and stewardship of resources. The author acknowledges the argument of the book represents one perspective and is intended to generate more sustained conversation about ways that Catholic social teaching should shape the life of Catholic institutions of higher learning.

scholarly journals Listening skill among socially disadvantaged students in relation to academic performance at higher education in West Bengal

2020 ◽  
Vol 16 ◽  
pp. 99-107
Author(s):  
Chayan Adak ◽  
Bijoy Krishna Panda
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
West Bengal ◽  
Statistical Significance ◽  
Disadvantaged Students ◽  
Listening Skills ◽  
Socially Disadvantaged ◽  
Listening Skill ◽  
High Statistical Significance ◽  
Processing Information

Listening is the key to all effective communication. Good listening ability helps a person to make ideas, processing information, making pertinent comments, and ask relevant questions. This study aimed to understand existing listening skills among the socially disadvantaged students based on different demographic indicators and check whether listening skill and academic performance are somehow related when both the category of students are considered in higher education in West Bengal. Undergraduate freshman students of college and universities at West Bengal consisted of the population for the study where 225 students who regularly attended the course after successful completion of the higher secondary level selected as sample. Major findings revealed that the gender, stream, and medium of instruction has a significant contribution in a variation of listening skill (p<0.05); also, listening skill and academic performance is positively correlated with high statistical significance (p<0.01).

scholarly journals Disciplinary system of higher education of the capital in the early 20th century: the establishment and activities of the professorial court

2021 ◽  
Vol 5 (1) ◽  
pp. 106-145
Author(s):  
Ekaterina A. Smirnova
Keyword(s):  
Higher Education ◽  
Public Education ◽  
Educational Institution ◽  
Administrative Law ◽  
Academic Life ◽  
Early 20Th Century ◽  
Disciplinary System ◽  
The University ◽  
The Relationship

The article considers government measures to establish professorial disciplinary court at higher education institutions of the capital (the court conducted its work from August 27, 1902 to February 22, 1917), the work of the commission on the development of regulations for this body, and the main normative legal acts to implement it. The article examines the issues of the activity of the professorial disciplinary court and the relationship between the participants of this disciplinary system: students, professors, and the authorities. The students who appeared before the professorial disciplinary court were accused of violation of the norms of administrative law of their educational institution, and in accordance with the university charter and the rules of the university, they had to abide by the decision of the court. Professors were in the same position of dependence: membership in the Council of the educational institution obliged them to assume the role of judges. The article explains why the professorial courts did not have the opportunity to become an autonomous body, why the professors themselves did not want to take on the responsibility of judges, and whether all students were hostile to their work. Analyzing the cases of violations which were considered at that time and concerned the rules and order at a university, the author comes to the conclusion that it was not possible to ensure order and create conditions for the restoration of the proper course of academic life by introducing the system of university disciplinary proceedings. The compromise between the authorities and the students, which should have been facilitated by the existence of the professorial court, was not reached. Resistance from students and professors forced the Ministry of Public Education to reconsider the need for the existence of professorial courts and exclude them from the draft of the new university charter.

Just Universities

2021 ◽  
Author(s):  
Gerald J. Beyer
Keyword(s):  
Higher Education ◽  
Catholic Social Teaching ◽  
Social Teaching ◽  
Unique Contribution ◽  
Promising Practices ◽  
Community Members ◽  
Catholic Colleges ◽  
Religious Rituals ◽  
Diversity And Inclusion ◽  
The University

Gerald J. Beyer’s Just Universities discusses ways that U.S. Catholic institutions of higher education have embodied or failed to embody Catholic social teaching in their campus policies and practices. Beyer argues that the corporatization of the university has infected U.S. higher education with hyper-individualistic models and practices, which hinder the ability of Catholic institutions to create an environment imbued with bedrock values and principles of CST such as respect for human rights, solidarity, and justice. Beyer problematizes corporatized higher education and shows how it has adversely impacted efforts on Catholic campuses to promote worker justice on campus, equitable admissions, financial aid, and retention policies, diversity and inclusion policies that treat people of color, women, and LGBTQ persons as full community members, just investment, and stewardship of resources and the environment. Just Universities represents a unique contribution to the discussion of mission and identity in Catholic higher education, which almost exclusively focuses on issues such as curriculum, philosophy of education, and religious rituals on campus, while overlooking the obligation to promote justice and human dignity both beyond and within the institution’s walls. By critiquing failures to embody Catholic social teaching on campuses, commending already existent promising practices, and proposing ways in which Catholic colleges can foster stronger commitment to CST, Just Universities illustrates how Catholic social teaching can undergird a just model of higher education in the age of the corporatized university.

Veblen's Social Satire and Amos Alonzo Stagg: Football and the American Way of Life

Prospects ◽  
1989 ◽  
Vol 14 ◽  
pp. 273-289
Author(s):  
Hugh J. Dawson
Keyword(s):  
Higher Education ◽  
Higher Learning ◽  
Academic Life ◽  
University Of Chicago ◽  
Way Of Life ◽  
Leisure Class ◽  
Academic Policy ◽  
American Way ◽  
The University ◽  
American Academic

Since the appearance of The Theory of the Leisure Class, Thorstein Veblen's unhappy experience at the University of Chicago has been recognized as the precipitant of its criticism of American academic life. The endeavors of John D. Rockefeller, the University's founder; William Rainey Harper, its first president; and benefactors like Charles Tyson Yerkes exemplified what Veblen denounced as “the conduct of universities by business men.” Almost two decades intervened between The Leisure Class and the fuller indictment of The Higher Learning in America, which drew also upon Veblen's disappointments at Stanford, where he taught after his dismissal from Chicago. The later book developed a manuscript critique of higher education that Veblen had written in 1904. Although he professed to feel bound “under the rule of Nihil nisi bonum” to observe a “large reticence” in speaking of the University's president, his 1916 preface mocked Harper as the “Great Pioneer in reshaping American academic policy.” The book's criticisms “necessarily drew largely on first-hand observation of the conduct of affairs at Chicago” and were largely directed at the zeal for moral regeneration that Harper would have had suffuse his campus.

5. Students: getting in, getting on, getting out

2017 ◽  
pp. 78-96
Author(s):  
David Palfreyman ◽  
Paul Temple
Keyword(s):  
Higher Education ◽  
College Student ◽  
Main Part ◽  
Diverse Group ◽  
Tuition Fees ◽  
Mass System ◽  
Universities And Colleges ◽  
Student Relationship ◽  
The University ◽  
Admissions Process

Universities and colleges are, overwhelmingly, about students and in most countries, they are a pretty diverse group, with varying aspirations. ‘Students: getting in, getting on, getting out’ considers the student journey from the admissions process, through induction, to the main part of the student journey involving day-to-day work on the academic programme, assessment, and then moving on to further study or to a graduate job. It asks whether students are partners or customers in the university/college–student relationship and explains how the picture has changed in recent years with the expansion of higher education, moving from an elite system to a mass system, and the introduction of student tuition fees.

scholarly journals Tilhørighet under klassens himmel: Lærerstudenter midtveis i profesjonsutdanningen

2020 ◽  
pp. 137-157
Author(s):  
Audhild Løhre ◽  
Randi Etnan ◽  
Elin Tronsaune Moen
Keyword(s):  
Higher Education ◽  
Preservice Teachers ◽  
Classroom Environment ◽  
Social Connectedness ◽  
Recent Decade ◽  
International Studies ◽  
Group Interviews ◽  
The University ◽  
The Relationship ◽  
Class Teacher

Students’ connectedness to school is important for academic results, wellbeing and health. Research, mostly from US schools, have shown consistent results over the last 20–30 years. The recent decade especially has yielded important insights for higher education. However, as this knowledge comes from international studies, little is known about Norwegian conditions, and this is the first study to explore students’ connectedness in higher education in Norway. Theoretical reading on empirical data from three focus group interviews with preservice teachers in their 3rd year supported the analysis of students’ connectedness in two categories: social connectedness and academic connectedness. The two categories were not sharply delineated as they interacted with each other, and it seems as though social connectedness was a prerequisite for academic connectedness. This diverges from findings in a Norwegian study on 12-year-old students in primary school, where social and academic connectedness were more equal. We found emotional bonding among students as well as caring and responsibility in both categories. The lecturer (class teacher) became particularly important in creating a classroom environment conducive to learning, and mutual appreciation described the relationship between the lecturer and students. Students praise lecturers who facilitate learning in a caring and accepting classroom environment, whereas students who have not experienced such classes express their lack and disappointment. It is reasonable to assume that a strong connectedness to the university, in our case the Institute of Teacher Education, may strengthen reasons to stay in the educational program and thereby prevent attrition. Longitudinal studies can give some answers in this area.

scholarly journals Life and academic activities of professors emeriti and retired professors on University of Maribor

2021 ◽  
Vol 54 (3-4) ◽  
pp. 171-180
Author(s):  
Dušanka Mičetić-Turk ◽  
Maja Šikić-Pogačar ◽  
Zmago Turk
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Old Age ◽  
Developed Countries ◽  
The State ◽  
Academic Life ◽  
Retirement Age ◽  
Academic Activities ◽  
The University ◽  
Irreparable Damage

Higher education lecturers go through a long developmental path from graduate students to academic title of professor. On this path, the most delicate period is the retirement. The age of 60 or 65, which is approximately the same as the retirement age in most developed countries, is supposed to be the onset of old age. Today, when we live longer and healthier, irreparable damage would occur if society and the state didn’t take advantage of the knowledge, wisdom and skills that senior professors have accumulated throughout their careers. The vast majority of senior professors could still contribute and participate in the development of society. In our article, we presented the results of a survey regarding the academic and life activities of senior professors, members of the Center for Retired and Distinguished higher education teachers of the University of Maribor. The results showed that the vast majority of retired and professors emeriti were still active in academic life and contributed to the development and functioning of the University.

scholarly journals An ethnographic account of a snapshot in Professor Graham Duncan’s journey of educational professionalism

2016 ◽  
Vol 72 (1) ◽  
Author(s):  
Pieter Hertzog Du Toit
Keyword(s):  
Higher Education ◽  
Action Research ◽  
Qualitative Data ◽  
Teaching Practice ◽  
Academic Life ◽  
Educational Values ◽  
University Of Pretoria ◽  
The University ◽  
Teaching In Higher Education ◽  
Living Theory

This article takes the form of a meta-reflection on the educational contribution to the wider community of the University of Pretoria made by Professor Graham Duncan. It is but a snapshot of the academic life of a scholar of note. The epicentre of the article revolves around his educational professionalism that emanated from an intrapersonal point of departure.Through an ethnographic lens that informed my action research over many years, I document my numerous scholarly encounters with my colleague and former student. My meta-reflection is typical of my ontological-epistemological stance, mirroring some of the questions and ways of thinking Professor Duncan as lecturer continuously asked himself. Two main questions are focused on. Ontological: Who is Graham Duncan as scholar of teaching in higher education? Epistemological: What epistemological grounding informs his view of his teaching practice? As the nature of the article is ethnographic, I drew on texts created by Professor Duncan. These included a drafted article and emails that had been sent to me. I engaged with these texts in such a way that the article has become a living theory and affirmation of his and my educational values regarding facilitating and assessing learning in an innovative fashion. My analysis of his scholarly journey and texts offers rich qualitative data that are reported. The conclusion drawn is that Graham Duncan is an exemplar of a constructivist professional.

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