scholarly journals Kharkiv As a University City: The Evolution of Symbolic Space

2020 ◽  
Vol 7 (1) ◽  
pp. 129-167
Author(s):  
Serhii Posokhov ◽  
Yevhen Rachkov
Keyword(s):  
Higher Education ◽  
Cultural Landscape ◽  
Higher Learning ◽  
Eastern European ◽  
Institutions Of Higher Education ◽  
Symbolic Space ◽  
Urban Narrative ◽  
Institutions Of Higher Learning ◽  
University City ◽  
The University

The emergence and evolution of the symbolic space of Kharkiv, one of the largest university centres in Ukraine, represent changes in the urban cultural landscape and the urban narrative of memory. Here, the transformations of sign-space (ritual practices and symbolism) in Kharkiv’s institutions of higher education are traced from the first half of the nineteenth century to the present time. The genesis of sign-space in the city’s institutes of higher education is an example of the transfer of western European university ideas to eastern European terrain, and their further adaptation there. The functioning of sign-space is studied in the fifteen largest institutions of higher learning in Kharkiv today. University symbols and rituals define a system of views of the modern university, its functions, and its ideals. Building a university sign-space is also interpreted as a competition for the symbolic environment of the city in which it exists. In this way, institutions of higher education seek not only to be represented in the urban milieu, but also to promote the consolidation of a certain part of the surrounding urban community. Kharkiv’s symbolic space as a university city is tightly knit but heterogeneous, representing a complex system and comprising a wide variety of visual and verbal elements. The current forms of visual (self)representation of Kharkiv’s universities are a synthesis of local and borrowed academic traditions. The “commercialization” and “service function” of the modern university clash with the “old” ideals of Enlightenment, a conflict reflected in the symbolic and ritual forms perceived by the university community.

scholarly journals LEADERSHIP AND MANAGEMENT PROFILES FOR THE INTERNATIONALIZATION OF IRANIAN HIGHER EDUCATION

2017 ◽  
Vol 4 (1-1) ◽  
Author(s):  
Fatemeh Hamidifar ◽  
Kamaruzaman Yusoff ◽  
Mansoureh Ebrahimi
Keyword(s):  
Higher Education ◽  
Leadership Competencies ◽  
Higher Learning ◽  
Internationalization Of Higher Education ◽  
Institutions Of Higher Education ◽  
Leadership And Management ◽  
Effective Leaders ◽  
Institutions Of Higher Learning ◽  
Wide Range ◽  
Systematic Development

Ongoing efforts to strengthen internationalization have increased the numbers of international students in institutions of higher learning. Such inflows will clearly place local institutions on par with many of their international counterparts. This paper explores the significance of higher education’s internationalization with regard to leadership competencies and systems management. The objective is to examine a wide range of priorities that qualify a successful leader as well as an effective ‘systems profile’ for the internationalization of higher education and its profile on the internationalization of Iranian higher education. The authors analyze differences between leaders and managers as their core focus. Required criteria for effective leaders and team management are discussed with a specific view towards the internationalization of higher education. A qualitative approach applies and findings demonstrate how both leadership’s and management’s contributions and skills combine to accomplish the task. As a detailed synopsis, this paper provides prime incentive for future investigations of educational enterprises. It presents a substantiated framework for the systematic development of prudent internationalized institutions of higher education, particularly in Iran.

scholarly journals Terror.edu

2010 ◽  
Vol 27 (1) ◽  
pp. 159-162
Author(s):  
Uppinder Mehan
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Professional Role ◽  
Higher Learning ◽  
University Of Houston ◽  
Institutions Of Higher Learning ◽  
The University

The Society for Critical Exchange held its first Winter Theory Institute from11-14 February 2010 at the University of Houston-Victoria, located inVictoria, Texas. Eleven scholars from a variety of disciplines and fromacross the United States came together to present and discuss their currentwork on questions regarding the affect terror and terrorism are having oneducation in higher education. The participants presented their work by turn,and all took part in the intense two days fully devoted to the discussions.Some of the questions we hoped to address included the following: Howhave institutions of higher learning responded to the specter of terror? Howshould academe respond? What is our professional role in a terroristicworld? ...

Thinking (Now) Out of Place? Scripting and Performing Collective Dissent Inside the Corporatized University

2021 ◽  
pp. 153270862110293
Author(s):  
Brendon Munge ◽  
Alison L. Black ◽  
Deborah Heck ◽  
Catherine Manathunga ◽  
Shelley Davidow ◽  
...  
Keyword(s):  
Higher Education ◽  
Higher Learning ◽  
Scholarly Work ◽  
Space And Time ◽  
Institutions Of Higher Learning ◽  
The University ◽  
One Act

As a response to the corporatization of the university, nine scholars worked together to create spaces that fostered the possibility of collective dissensus. Using scholarly performative methods, we have sought to push back against the increasing corporate incursions into our institutions of higher learning—the over-valuing of money, measures, and metrics which encroach upon our capacity to think. This one-act ethnodrama below is one of our responses to the new corporatism of higher education. In the generation of this scholarly work, we have created the space and time to reconnect as colleagues and as scholars.

scholarly journals Ranking Japan’s Institutions of Higher Education, 2017: A Comparative Analysis

2019 ◽  
Vol 15 (2) ◽  
pp. 12
Author(s):  
Kenneth M Cramer ◽  
Hyein Yoo ◽  
Dana Manning
Keyword(s):  
Higher Education ◽  
Higher Learning ◽  
Educational Institutions ◽  
Future Research ◽  
Institutions Of Higher Education ◽  
Japanese Education ◽  
Canadian Data ◽  
Institutions Of Higher Learning ◽  
Individual Index ◽  
Analysis Protocol

The present study examined the 2017 Times Higher Education annual rankings for Japanese institutions of higher learning. Based on the analytic model as mapped out previously using Canadian data, we offered a similar protocol for the top 100 institutions of higher education in Japan. Three analyses showed that: (a) overall rank correlated with individual index ranks for 9 of the 13 indices, (b) the schools appearing among the top institutions overall ranked significantly better on 8 of the 13 indices compared to schools appearing among the bottom institutions overall, and (c) schools were empirically grouped into four meaningful families or clusters whose constituent members shared a comparable profile of indices. We offer a juxtaposition of the present results to annual evaluations from Canada’s institutions of higher learning. The wider implications include an international comparison of institutions of higher learning, a proposed analysis protocol that Japanese education administrations may further pursue, and a categorical breakdown of educational institutions in Japan. Directions for future research are outlined.

scholarly journals Do the Pacific Islands still need a Regional University?

2020 ◽  
Vol 10 (10) ◽  
pp. 86-91
Author(s):  
Eric Groves ◽  
Keyword(s):  
Higher Education ◽  
Papua New Guinea ◽  
South Pacific ◽  
New Guinea ◽  
Higher Learning ◽  
Pacific Region ◽  
The South ◽  
National Institutions ◽  
Institutions Of Higher Learning ◽  
The University

This article offers some background on a current issue in Pacific regionalism with reference to the problems of the University of the South Pacific (USP). The South Pacific region’s greatest assets are its people. The development of the region depends greatly on the education and training of its people. Training and education are important at all levels (primary, secondary and tertiary), particularly higher education. Higher education in the South Pacific region emerged after the post-World War II and independence movement period. This started with the University of Papua New Guinea being the first official institution of higher learning to be established in the South Pacific region. Its establishment paved the way for the founding of the USP which was designed to cater to the higher education needs of 14 Pacific Island states excluding Papua New Guinea. The formation of the USP meant that the member nations within the sphere of its coverage were not able to develop their own national institutions of higher learning due to the funding model of the USP donors. This was until Samoa went against the grain and established the National University of Samoa which triggered the emergence of national institutions of higher learning throughout the region

Conclusion

2018 ◽  
pp. 155-170
Author(s):  
Julee T. Flood ◽  
Terry L. Leap
Keyword(s):  
Higher Education ◽  
Risk Management ◽  
Higher Learning ◽  
Institutions Of Higher Education ◽  
Moving Targets ◽  
Institutions Of Higher Learning ◽  
The Media

Institutions are often viewed as moving targets for the media and other critics. This chapter summarizes some of the controversies surrounding U.S. institutions of higher learning. Future considerations are also examined along with a discussion of how risk management can help to deal with problems facing U.S. institutions of higher education.

Oklahoma State System of Higher Education

2020 ◽  
pp. 265-268
Author(s):  
Danny M. Adkison ◽  
Lisa McNair Palmer
Keyword(s):  
Higher Education ◽  
State Regulation ◽  
Higher Learning ◽  
State System ◽  
Religious School ◽  
University Of Oklahoma ◽  
Institutions Of Higher Learning ◽  
Board Of Regents ◽  
The University ◽  
Professional Degrees

This chapter describes Article XIII-A of the Oklahoma constitution, which concerns the Oklahoma State System of Higher Education. This article is probably one of the most important steps this state has taken to improve and better coordinate its public institutions of higher learning. Section 2 states that the Board of Regents of the University of Oklahoma is responsible for governing the university. The university’s president has only the authority given to him by the Board of Regents and their acts are subject to review by the board. Section 3 allows the Oklahoma State Regents for Higher Education to move money between funds and accounts as it sees fit. Lastly, under Section 4, a private denominational institution awarding academic and professional degrees may be subject to reasonable state regulation without violating the First, Fifth, Ninth, or Fourteenth Amendments. Thus, the secular-type activities of a religious school are subject to nonarbitrary governmental regulation exercised under the policy powers of the state.

Multicultural Advising

2020 ◽  
pp. 127-141
Author(s):  
Chloe Robinson ◽  
Tomicka N. Williams
Keyword(s):  
Higher Education ◽  
Academic Advising ◽  
Cultural Landscape ◽  
College Campuses ◽  
Higher Learning ◽  
Student Body ◽  
Institutions Of Higher Learning ◽  
Diverse Student Body ◽  
Diverse Student ◽  
Core Components

Since the cultural landscape of most higher education institutions is changing, it is paramount that colleges and universities make a concerted effort to connect with students from various backgrounds. The academic advising department could be the catalyst for change for many institutions of higher learning when seeking to support a diverse student body. Despite an increase in enrollment of students from various backgrounds on many college campuses, various challenges remain when attempting to advise and mentor diverse student populations. This chapter will examine some of the demographical changes taking place on college campuses across the U.S., the importance of multicultural advising and core components of this approach. Finally, the ways in which multicultural advising can be implemented within higher education will be examined.

John W. Boyer, The University of Chicago: A History (Chicago: University of Chicago Press, 2015), 676pp. ISBN: 9780226242514

2017 ◽  
Author(s):  
Roger L. Geiger
Keyword(s):  
Higher Learning ◽  
University Of Chicago ◽  
Democratic Institution ◽  
American Universities ◽  
American Higher Education ◽  
Institutions Of Higher Learning ◽  
History Of ◽  
History Of The University ◽  
The University ◽  
University Of Chicago Press

This chapter reviews the book The University of Chicago: A History (2015), by John W. Boyer. Founded in 1892, the University of Chicago is one of the world’s great institutions of higher learning. However, its past is also littered with myths, especially locally. Furthermore, the university has in significant ways been out of sync with the trends that have shaped other American universities. These issues and much else are examined by Boyer in the first modern history of the University of Chicago. Aside from rectifying myth, Boyer places the university in the broader history of American universities. He suggests that the early University of Chicago, in its combination of openness and quality, may have been the most democratic institution in American higher education. He also examines the reforms that overcame the chronic weaknesses that had plagued the university.

Native Approaches to Decolonising Education in Institutions of Higher Learning

2000 ◽  
Vol 28 (2) ◽  
pp. 28-34 ◽  
Author(s):  
Polly Walke
Keyword(s):  
Higher Education ◽  
Indigenous Peoples ◽  
Higher Learning ◽  
Native Peoples ◽  
Institutions Of Higher Learning ◽  
The World

A growing number of Native scholars are involved in decolonising higher education through a range of processes designed to create space for Indigenous realities and Indigenous ways of managing knowledge. Basing their educational approaches on Indigenous ontologies and epistemologies, they are developing Indigenist approaches within higher education. Ward Churchill (1996:509), Cherokee scholar, explains that an Indigenist scholar is one who:Takes the rights of indigenous peoples as the highest priority …who draws on the traditions – the bodies of knowledge and corresponding codes of value – evolved over many thousands of years by native peoples the world over.

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