scholarly journals Cultural Perspectives on Social Responsibility in Higher Education

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Iris M Yob
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Curriculum Design ◽  
Common Good ◽  
Cultural Context ◽  
Faculty Members ◽  
Structured Interviews ◽  
Faculty Recruitment ◽  
Student Preparation ◽  
Cultural Perspectives

<p>The writers of the UNESCO document, <em>Rethinking education: Towards a global common good? </em>challenge educators to address their efforts to meet the current threats to sustainable life for all who share this planet. One way that higher education has been attempting to do this is through campus-community partnerships working to solve social problems locally or further afield. In this exploratory study, answers were sought to the question of why faculty members and administrators participate in these service partnerships, both in terms of what motivates them to do so and what they hope to accomplish, and how cultural context may influence their answers. Answers to these questions may have implications for faculty recruitment and support and for curriculum design and student preparation for serving the common good as well as for the larger vision of how institutions might fulfill their social responsibility. Using one-on-one semi-structured interviews in a number of different countries, some trends could be identified. Responding to a sense of duty was found across all cultural contexts as a primary motivator for faculty members and administrators, but how duty was interpreted and legitimized depended on their various religious and political grounds. Cultural context also influenced whether participants saw their impact as empowering their service partners or establishing social justice. </p>

Listening to Bedouin fathers of children with autism spectrum disorder

2018 ◽  
Vol 56 (2) ◽  
pp. 345-358 ◽  
Author(s):  
Iris Manor-Binyamini
Keyword(s):  
Autism Spectrum Disorder ◽  
Support Services ◽  
Cultural Context ◽  
Children With Autism ◽  
Autism Spectrum ◽  
Spectrum Disorder ◽  
Structured Interviews ◽  
Raising Children ◽  
Cultural Perspectives ◽  
Children With Asd

Although children across the world experience autism spectrum disorder (ASD), most research on ASD has been conducted using Western cultural perspectives and has focused primarily on mothers, leaving significant gaps in the literature. This study aimed to address these gaps by exploring the experiences of fathers raising children with ASD in a Bedouin community. To this end, a sample of 19 fathers of children (aged 6–15 years) with ASD living in recognized and unrecognized Bedouin settlements in the Negev participated in ethnographic, semi-structured interviews designed to investigate their experiences with raising a child with ASD in their community. Two major themes emerged: the challenges that Bedouin fathers of children with ASD face, and the influence of socio-demographic and cultural characteristics on their experience. Findings reflect the complex experiences of fathers raising children with ASD in the Bedouin community, stemming from their socio-cultural context and the limited knowledge and support services that are available in the community for these children. This article concludes with recommendations on how to enhance professional sensitivity and provide more culturally tailored services for parents of children with ASD.

scholarly journals Influencia supranacional de la UNESCO en la educación superior Latinoamericana

2020 ◽  
pp. 63
Author(s):  
Ricardo Gaete Quezada
Keyword(s):  
Higher Education ◽  
Latin America ◽  
Social Responsibility ◽  
Latin American ◽  
Common Good ◽  
Tertiary Education ◽  
Comparative Method ◽  
International Institute ◽  
American Higher Education ◽  
The Caribbean

Latin American higher education in recent decades has experienced the main world trends, relative to the massification of student access, insufficient state funding, increase of private institutions in the tertiary education system, as well as a regional debate on its consideration as a good public guaranteed by the State, increasing the relevance of the university mission in solving global needs. Through the comparative method developed through a documentary analysis, the influence in Latin America of the Supranational Policy on social responsibility of UNESCO higher education institutions is analyzed. The results show this influence in the Region, through the Declarations of the UNESCO World Conferences on Higher Education, materialized in the actions developed by the International Institute for Higher Education in Latin America and the Caribbean (IESALC), such as the holding of the Regional Conferences on Higher Education or the creation of the Regional Observatory of Social Responsibility for Latin America and the Caribbean (ORSALC). In addition, there is an academic debate between the concept of university social responsibility, established in the Region since the beginning of the new Millennium, related to managing the impacts of university work on its stakeholders, evolving towards the recognition of higher education as a good public and a human right as an expression of a territorial social responsibility, effectively contributing to the achievement of the 2030 Sustainable Development Goals. It is concluded that the analyzed Supranational Policy must consolidate its influence in the Region in the long term, by implementing some actions key strategies, such as strengthening the Latin American Higher Education Area or research on the contributions that Latin American universities must make to effectively guarantee higher education as a common good in the Region. 

scholarly journals A path-dependent analysis of the effect of location on the development of new universities

2019 ◽  
Vol 80 (2) ◽  
pp. 289-304
Author(s):  
Debananda Misra
Keyword(s):  
Higher Education ◽  
Initial Conditions ◽  
Faculty Members ◽  
Structured Interviews ◽  
Development Path ◽  
Research Activities ◽  
Contingent Event ◽  
Path Dependent ◽  
Media Reports ◽  
Regional Engagement

AbstractThis article examines the effect of location on the development of new universities. The study was conducted in seven new higher education institutions (HEIs) established in India during 1996–2008. I collected the data by conducting semi-structured interviews with 73 faculty members in the HEIs and from official documents, media reports and opinion pieces about the HEIs. Using the conceptual framework of path dependency, I investigated the tensions and challenges faced by the HEIs in their initial years. I find the placement of the HEIs in their respective locations to be a contingent event that can make the development of HEIs path dependent. I find that the initial conditions and decisions of the HEIs were influenced by the location and led to reactive sequential events in their initial years with effects that were hard to shake off, making their development path dependent. I show that having to develop their infrastructure and constrained by resources, the HEIs started their academic programmes first, followed by their research activities, and outreach and regional engagement.

scholarly journals Rethinking the Education Paradigm in Morocco in the Covid-19 Context- Assessment of Resilience Curricula in Higher Education

2021 ◽  
Vol 10 (1) ◽  
pp. 41
Author(s):  
Zineb Birrou ◽  
Aziz Kich ◽  
Mohammed Larouz
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Psychological Functioning ◽  
Emotional Health ◽  
Faculty Members ◽  
Ministry Of Education ◽  
Structured Interviews ◽  
The Past ◽  
Future Situation ◽  
Educational Paradigm

The Covid-19 pandemic has impacted mental and emotional health in significant ways, and has worsened the already existing crisis of rising anxiety, chronic stress and depression among the youth. This was particularly marked by the drastic lockdown measures, the incessant stream of bad news, and the sudden shift to online education. Faced with stressors, resilience is a skill-set that aids with adapting, coping, and bouncing back from adversity while maintaining or quickly returning to a relatively healthy psychological functioning. This article therefore aims to explore the past, present and future situation regarding emotional and mental resilience skills in Moroccan higher education curricula. To this end, structured and semi-structured interviews have been conducted with four senior officials at the Ministry of Education in Rabat, Morocco. Furthermore, surveys have been collected from faculty members in eight public universities. The findings reveal that resilience education has not been officially implemented yet in Moroccan universities. However, the national vision shows the rising awareness in the need to shift to a more holistic educational paradigm, especially in light of the Covid-19 pandemic, to better prepare students for the uncertain and fast-changing future.  

scholarly journals Higher education in nursing: the faculty work process in different institutional contexts

2014 ◽  
Vol 48 (6) ◽  
pp. 1093-1102 ◽  
Author(s):  
Valéria Marli Leonello ◽  
Maria Amélia de Campos Oliveira
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Historical Materialism ◽  
Faculty Members ◽  
Faculty Work ◽  
Structured Interviews ◽  
Work Process ◽  
Starting Point ◽  
Institutional Contexts ◽  
Analytical Category

Objective To analyze the characteristics of faculty work in nursing higher education. Method An exploratory qualitative study with a theoretical-methodological framework of dialectical and historical materialism. The faculty work process was adopted as the analytical category, grounded on conceptions of work and professionalism. Semi-structured interviews were conducted with 24 faculty members from three higher education institutions in the city of São Paulo, classified according to the typology of institutional contexts. Results The faculty members at these higher education institutions are a heterogeneous group, under different working conditions. Intensification and precarious conditions of the faculty work is common to all three contexts, although there are important distinctions in the practices related to teaching, research and extension. Conclusion Faculty professionalization can be the starting point for analyzing and coping with such a distinct reality of faculty work and practice.


scholarly journals Assessing teaching competency of academic staff at university level: Are we competent?

2021 ◽  
Vol 8 (3) ◽  
pp. 01-08
Author(s):  
Reihaneh Shagholi ◽  
Zahra Naimie ◽  
Rana Ahmed Abuzaid
Keyword(s):  
Academic Staff ◽  
Analysis Data ◽  
Study Data ◽  
Faculty Members ◽  
Structured Interviews ◽  
Step Method ◽  
Faculty Recruitment ◽  
Teaching Competence ◽  
Competence Evaluation ◽  
University Level

The purpose of study is to assess the teaching competence of faculty members who are applying for a job at university from both Board of Examiners and Invitees perspectives. This qualitative study was conducted using non-guided content analysis. Data were collected via semi-structured interviews with 22 expert Board of Examiners. In addition, 22 applicants for faculty recruitment who achieved the required score for participation in the 'teaching competence evaluation' station were enrolled in the study. Data analysis was performed using the step-by-step method and Strauss and Corbin analytic techniques. The finding was classified into three main categories of before, during, and after teaching. We extracted 52 indices, 10 subcategories, five general categories, and three main categories, which were formulated based on the teaching competence of the faculty members from the perspective of the board of examiners.  the results could be used for the recruitment of capable faculty members.   Keywords: Teaching Competence, Higher Education, Faculty Members, Academic staff, University level

scholarly journals The Extent of Higher Education Institutions Commitment in Serving Community According to Its Social Responsibility

2019 ◽  
Vol 15 (12) ◽  
pp. 100
Author(s):  
Ismail Salameh Iriqat
Keyword(s):  
Higher Education ◽  
Social Responsibility ◽  
Higher Education Institutions ◽  
Academic Programs ◽  
Faculty Members ◽  
American University ◽  
Scientific Methods ◽  
Community Issues ◽  
Strategic Thought

The purpose of the study is to investigate the extent of higher education institutions commitment in serving community according to its social responsibility. Accordingly; the researcher adopted the descriptive analytical approach through using the quantitative approach by developing a questionnaire fitting the nature of the study. Based on this the study concluded several findings; indicating that the evaluations of faculty members for the role of Palestinian higher education institutions participated in the study (Beir Zait. Al-najah. American University) are in an average level in the domains of encouraging faculty members on participating in conferences as well as local and international seminars. Developing courses and academic programs and directing scientific research to solve community problems. Additionally, serving special needs people in the community. Meanwhile, the evaluations of faculty members for the role of Palestinian higher education institutions participated in the study were high in the domains of preserving environment, seeking to serve the community and social responsibility towards its employees. Based on the findings the study reached several recommendations such as; the need to work to establish social responsibility in the curricula and university courses specializing in community service and bring about desired behavioral changes. And put social responsibility at the heart of the general strategies of institutions of higher education so as to have a key role in establishing a competitive strategic thought that serves society and its issues by addressing its problems and seeking solutions to them using scientific methods. Enhancing coordination between higher education institutions and research centers in holding seminars and conferences and participating in the preparation of studies and researches related to community issues.

Diversity and Inclusion in the Academy

2019 ◽  
pp. 50-65
Author(s):  
Susan Swayze ◽  
Rick C. Jakeman
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Students Of Color ◽  
Faculty Members ◽  
Inclusive Classroom ◽  
Classroom Environments ◽  
Structured Interviews ◽  
Diversity And Inclusion ◽  
Graduate Students Of Color ◽  
Lgb Students

This chapter describes how graduate students of color and lesbian, gay, or bisexual (LGB) students define diversity and inclusion and describe their classroom experiences with diversity and inclusion. In semi-structured interviews with graduate students of color and students who self-identified as LGB, differing views of diversity and inclusion emerged—diversity was described numerically, while inclusion was discussed in terms of action. Further, graduate students of color described diversity based on visible signs of representation while LGB graduate students emphasized inclusion and the need for voice. This chapter concludes with recommendations that faculty members can enact to create more inclusive classroom environments in higher education.

scholarly journals Academic English education through research-informed teaching: Capturing perceptions of Bangladeshi university students and faculty members

2020 ◽  
pp. 136216882094381
Author(s):  
Md Golam Jamil
Keyword(s):  
Higher Education ◽  
English Education ◽  
Learning Experience ◽  
Study Data ◽  
Faculty Members ◽  
Academic English ◽  
Structured Interviews ◽  
Conceptual Base ◽  
Research Literacy ◽  
Guiding Principles

This article arose in response to the recent impetus for embedding inquiry-based approaches in higher education. It draws upon the perceptions of students and faculty members regarding inquiry-based education in Academic English (AE) programmes at universities in Bangladesh within an English as a Foreign Language (EFL) context. Research-informed teaching (RIT), an intellectually stimulating and inquiry-based learning approach, is the conceptual base of the study. Data were collected from four Bangladeshi universities using a learning experience survey with students ( n = 319) and semi-structured interviews with six EFL faculty members. The findings provide four guiding principles on the design and implementation of RIT-based AE programmes: (1) addressing wider educational objectives in AE education, (2) incorporating applied features in the learning activities, (3) building faculty members’ research literacy and practice, and (4) establishing academic collaboration across disciplines. While the findings are derived from Bangladesh higher education, the guiding principles and strategies have resonance internationally.

Creating Linkages between the Labour Market and Agricultural Higher Education in Iran

2011 ◽  
Vol 25 (4) ◽  
pp. 307-316 ◽  
Author(s):  
Reza Movahedi ◽  
Heshmatollah Saadi ◽  
Ahmad Yaghoubi Farani
Keyword(s):  
Higher Education ◽  
Labour Market ◽  
Qualitative Data ◽  
Research Collaboration ◽  
Information Provision ◽  
Faculty Members ◽  
Structured Interviews ◽  
Effective Strategies ◽  
Managerial Support ◽  
The University

Employment of agriculture graduates in Iran is a major problem that needs to be addressed. There are three main issues: lack of robust strategies for linking agricultural higher education and the labour market, the lack of relevance of agricultural curricula to the real needs of the labour market, and diminishing levels of government services for the recruitment of graduates. The aim of the research reported in this paper was to identify effective strategies and mechanisms for establishing and maintaining partnerships between academia and the labour market, with a view to improving the employment prospects of agriculture graduates. The study used both quantitative and qualitative data and focused on agriculture graduates and faculty members of the Bu-Ali-Sina University in Iran and employers in different sectors of agriculture. Data were collected using a questionnaire survey and semi-structured interviews. The results indicate that six key mechanisms – managerial, support, information provision, research, collaboration and spatial (infrastructure facilities) – could help to link the university more effectively with the labour market.

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