scholarly journals Editorial: From innovative experiences to wider visions in higher education

2018 ◽  
Vol 5 (2) ◽  
pp. 13-16
Author(s):  
Luigi F. Donà dalle Rose ◽  
Anna Serbati
Keyword(s):  
Higher Education ◽  
Young People ◽  
Labour Market ◽  
Teaching And Learning ◽  
Soft Skills ◽  
Holistic Approach ◽  
Well Being ◽  
Scholarship Of Teaching ◽  
Subject Areas ◽  
The University

Nowadays, there is a growing awareness that higher education is called to help young people to develop their personal and professional future. The university mission is not only to increase opportunities for employability and for better matching of labour market requests and graduates’ skills, but also to prepare people to positively live in local and global communities as well as to actively contribute to personal and community well-being. Therefore, a more holistic approach to education is required, which overcomes the traditional idea of promoting logical, cognitive and linguistic intelligence and which promotes multiple intelligences, including emotional, interpersonal, creative skills. Scholarship of teaching and learning in higher education and educational research have shown that there is a variety of strategies and methods that can foster not only the development of knowledge, but also soft skills. This Issue offers some perspectives and innovative experiences in different subject areas within this framework and moves towards more general visions of educational issues.Published online: 31 May 2018

scholarly journals Book review: Samuel, MA, Dhunpath, R & Amin, N. (eds.). 2016. Disrupting higher education curriculum: undoing cognitive damage.

2018 ◽  
Vol 2 (1) ◽  
pp. 145
Author(s):  
Muaaz Bhamjee
Keyword(s):  
Higher Education ◽  
Built Environment ◽  
Teaching And Learning ◽  
Education Curriculum ◽  
Senior Lecturer ◽  
Scholarship Of Teaching ◽  
Higher Education Curriculum ◽  
Creative Commons ◽  
The University

Dr Muaaz Bhamjee, a senior lecturer at the University of Johannesburg's Faculty of Engineering and the Built Environment, reviews Disrupting higher education curriculum: undoing cognitive damage (2016) edited by Michael Anthony Samuel, Rubby Dhunpath and Nyna Amin. How to cite this book review: BHAMJEE, Muaaz. Book review: Samuel, MA, Dhunpath, R & Amin, N. (eds.). 2016. Disrupting higher education curriculum: undoing cognitive damage. Rotterdam: Sense Publishers. Scholarship of Teaching and Learning in the South, v. 2, n. 1, p. 145-147, Apr. 2018. Available at: http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=55   This work is licensed under the Creative Commons Attribution 4.0 International License. To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Student Lives in Crisis

2016 ◽  
Author(s):  
Lorenza Antonucci
Keyword(s):  
Higher Education ◽  
Young People ◽  
Labour Market ◽  
General Trend ◽  
Well Being ◽  
Student Debt ◽  
Access To Higher Education ◽  
Family Resources ◽  
Different Types ◽  
Family State

With rising levels of student debt and precarity, young people’s lives in university are not always smooth. Lorenza Antonucci has travelled across England, Italy and Sweden to understand how inequality is reproduced through university. This book provides a compelling narrative of what it means to be in university in Europe in the 21st century, not only in terms of education, but also in terms of finances, housing and well-being. Furthermore, this book shows how inequality is reproduced during university by how young people from different social classes combine family, state and labour market sources. The book identifies different profiles of young people’s experiences in university, from ‘Struggling and hopeless’ to ‘Having a great time’. Furthermore, the book discusses how the ‘welfare mixes’ present in the three countries determine different types of semi-dependence, and reinforce inequalities. The book identifies a general trend of privatisation of student support in higher education, which pushes young people to participate in the labour market and over-rely on family resources in order to sustain their participation in university. Not only does this protract young people’s semi-dependence, but it also increases inequality among different groups of young people. In addition to the current policy focus on access to higher education, and transitions to the labour market, the book calls for a greater attention on the policies that can change young people’s lives while in university.

New norms and opportunities from the COVID-19 pandemic crisis in a higher education setting: perspectives from Universiti Brunei Darussalam

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Masitah Shahrill ◽  
Mohamad Iskandar Petra ◽  
Lin Naing ◽  
Joanna Yacob ◽  
Jose H. Santos ◽  
...  
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Blended Learning ◽  
Teaching And Learning ◽  
Learning Experience ◽  
Well Being ◽  
Content Type ◽  
Brunei Darussalam ◽  
Short Period ◽  
The University

PurposeThis paper aims to share how it was possible to change the way business was conducted in a short period in order to continue the academic semester and seek alternatives to manage the day-to-day university affairs in the midst of a pandemic crisis at a higher education setting. As a result, the authors’ experiences have created new norms and opportunities for the university.Design/methodology/approachThe coronavirus disease 2019 (COVID-19) pandemic in Brunei Darussalam is an evolving situation with extraordinary challenges for staff and students of the university. Although the campus remains open and essential services were continuously provided, the university had to implement and adapt to new norms instinctively to minimise the potential pathways for community spread of the coronavirus and at the same time minimise interruption in teaching and learning.FindingsFirstly, structured blended learning will be the basis of teaching and learning, alongside ensuring the highest quality of online education and successful achievement of the intended learning objectives. Secondly, blended learning will open more opportunities to offer programmes in a more flexible, personalised, student-centric and lifelong learning manner, with the option of taking a study hiatus at students' convenience. Thirdly, there will be more global classrooms and the exchange of online modules with international partner universities. Fourthly, short programmes such as the Global Discovery Programmes will be modified and improvised to become an online learning experience. And finally, there will also be the opportunity to understand and consider the physical and mental well-being and durability of the university community in overcoming a national crisis situation.Originality/valueThis paper is intended to be a conceptual paper where the authors describe novel experiences during the pandemic. The authors’ views, interventions and experiences may result into a new model for higher education that will reposition students to the new global markets and economy.

Book review: Burke, PJ, Crozier, G and Misiaszek, LI. 2017. Changing Pedagogical Spaces in Higher Education: Diversity, Inequalities and Misrecognition. London: Routledge.

2017 ◽  
Vol 1 (1) ◽  
pp. 114
Author(s):  
Zachary Simpson
Keyword(s):  
Higher Education ◽  
South African ◽  
Teaching And Learning ◽  
The South ◽  
Scholarship Of Teaching ◽  
Book Series ◽  
Creative Commons ◽  
The University

South African researcher Zach Simpson of the University of Johannesburg reviews the book Changing pedagogical spaces in Higher Education: diversity, inequalities and misrecognition by Penny Jane Burke, Gill Crozier and Lauren Ila Misiaszek. This book was published by the Society for Research in Higher Education (SRHE), in partnership with Routledge, an imprint of Taylor and Francis, for the SRHE Book Series.   How to cite this book review: SIMPSON, Zachary. Book review: Burke, PJ, Crozier, G and Misiaszek, LI. 2017. Changing Pedagogical Spaces in Higher Education: Diversity, Inequalities and Misrecognition. London: Routledge. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 114-116, sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=17>. Date accessed: 12 Sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

Investigating young people’s semi‑dependence during university

2016 ◽  
Author(s):  
Lorenza Antonucci
Keyword(s):  
Young People ◽  
Labour Market ◽  
Well Being ◽  
The Family ◽  
Economic Background ◽  
University Experiences ◽  
University Experience ◽  
The University ◽  
Family State

This chapter presents the different ‘profiles’ identified, showing the statements on which the different profiles (groups of students coming from the three countries) have agreed and disagreed. This part shows how the disagreement reflects the presence of different university experiences. The chapter explores in depth the main topics that have emerged from the study, showing the substantial differences in the university experiences of young people from the five profiles and comparing their positions in several areas: socio-economic background, welfare mixes (role of the family, state support, participation in the labour market during university) and the university experience (financial position, housing and accommodation, well-being, and education).

Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.

2017 ◽  
Vol 1 (1) ◽  
pp. 117
Author(s):  
Jared McDonald
Keyword(s):  
South Africa ◽  
South African ◽  
Teaching And Learning ◽  
Cape Town ◽  
The South ◽  
Scholarship Of Teaching ◽  
Creative Commons ◽  
Vice Chancellor ◽  
The University

Dr Jared McDonald, of the Department of History at the University of the Free State (UFS) in South Africa, reviews As by fire: the end of the South African university, written by former UFS vice-chancellor Jonathan Jansen.    How to cite this book review: MCDONALD, Jared. Book review: Jansen, J. 2017. As by Fire: The End of the South African University. Cape Town: Tafelberg.. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 117-119, Sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=18>. Date accessed: 12 Sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals A Holistic Approach to Integrate and Evaluate Sustainable Development in Higher Education. The Case Study of the University of the Basque Country

2021 ◽  
Vol 13 (1) ◽  
pp. 392
Author(s):  
Estibaliz Sáez de Cámara ◽  
Idoia Fernández ◽  
Nekane Castillo-Eguskitza
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Basque Country ◽  
Holistic Approach ◽  
Institutional Setting ◽  
Practical Case ◽  
Development Indicators ◽  
Agenda 2030 ◽  
The University

Since the United Nations (UN) approved the Agenda 2030 for Sustainable Development in 2015, higher education institutions have increasingly demonstrated their commitment by supporting several initiatives. Although a great deal of progress has been made, there is still a lack of integrative approaches to truly implement Sustainable Development Goals (SDGs) in higher education. This paper presents a practical case that illustrates how to design and articulate SDGs within an institutional setting adopting a holistic approach: EHUagenda 2030 plan of the University of the Basque Country (UPV/EHU). It is based on empirical inquiry into global and holistic sustainable transformation and a real experience to move towards a verifiable and pragmatic contribution to sustainability. This plan describes the contribution to 12 of the 17 SDGs, along with three sectorial plans (Equality Campus, Inclusion Campus and Planet Campus), as well as the refocus of the UPV/EHU’s Educational Model and the panel of sustainable development indicators, which addresses the technical aspects of monitoring the SDGs. The methodology (mapping; mainstreaming; diagnosis and definition and, finally, estimation) is systematic and replicable in other universities yet to embark upon this integration. This case study makes a contribution towards the understanding of the complexity of the changes in Higher Education and the ways to approach it.

Attending to the Teacher in the Teaching: Prioritizing Faculty Well-Being

2021 ◽  
pp. 1-10
Author(s):  
Brianne H. Roos ◽  
Carey C. Borkoski
Keyword(s):  
Higher Education ◽  
Professional Learning ◽  
Well Being ◽  
Review Article ◽  
Faculty Members ◽  
High Expectations ◽  
The People ◽  
History Of ◽  
The Individual ◽  
The University

Purpose The purpose of this review article is to examine the well-being of faculty in higher education. Success in academia depends on productivity in research, teaching, and service to the university, and the workload model that excludes attention to the welfare of faculty members themselves contributes to stress and burnout. Importantly, student success and well-being is influenced largely by their faculty members, whose ability to inspire and lead depends on their own well-being. This review article underscores the importance of attending to the well-being of the people behind the productivity in higher education. Method This study is a narrative review of the literature about faculty well-being in higher education. The history of well-being in the workplace and academia, concepts of stress and well-being in higher education faculty, and evidence-based strategies to promote and cultivate faculty well-being were explored in the literature using electronic sources. Conclusions Faculty feel overburdened and pressured to work constantly to meet the demands of academia, and they strive for work–life balance. Faculty report stress and burnout related to excessively high expectations, financial pressures to obtain research funding, limited time to manage their workload, and a belief that individual progress is never sufficient. Faculty well-being is important for the individual and in support of scholarship and student outcomes. This article concludes with strategies to improve faculty well-being that incorporate an intentional focus on faculty members themselves, prioritize a community of well-being, and implement continuous high-quality professional learning.

scholarly journals Theology and higher education: The place of a Faculty of Theology at a South African university

2016 ◽  
Vol 72 (4) ◽  
Author(s):  
Jaco Beyers
Keyword(s):  
Higher Education ◽  
South African ◽  
Well Being ◽  
Interreligious Dialogue ◽  
Faith Communities ◽  
African Society ◽  
Tertiary Institutions ◽  
South African Society ◽  
University Of Pretoria ◽  
The University

In 2017, the Faculty of Theology celebrates its centenary at the University of Pretoria. Celebrating a centennial is as much as looking back as looking forward. In a changing world with changing paradigms how does one remain relevant? Different challenges and expectations presented to tertiary institutions of education in a new dispensation puts all concerned with higher education in South Africa under pressure. The question addressed in this article is how will a Faculty of Theology (in this case at the University of Pretoria) remain relevant to such an extent that it is continued to be viewed as desirable to have such a faculty present at a university, participating in the academic process and simultaneously continues to contribute to the well-being of the South African society. The author suggests the following guidelines for consideration. In order to remain relevant for the next couple of hundred years the Faculty of Theology should engage contextually with society, practise interdisciplinary Theology, engage in interreligious dialogue while still remaining connected to faith communities. A paradigm of post-foundationalism enables Theology to exercise Theology in a relevant and meaningful manner.

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