scholarly journals Instruction and information on used energy-related laboratory equipment grants for educational institutions of higher learning

1978 ◽  
Author(s):  
Keyword(s):  
Higher Learning ◽  
Educational Institutions ◽  
Laboratory Equipment ◽  
Institutions Of Higher Learning

Higher Education Transcendence Through Transdisciplinarity

2019 ◽  
pp. 30-44
Author(s):  
Linda Ellington ◽  
Kimberly L. Blanchette
Keyword(s):  
Higher Education ◽  
Higher Learning ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Institutions Of Higher Learning ◽  
The Future ◽  
Higher Educational ◽  
Problem Solvers ◽  
Ways Of Being

The future of higher educational institutions is in need of innovators, creative thinkers, problem solvers, and people who can envision transcending across disciplines into a transdiciplinarity environment that by its nature requires institutions of learning to identify the challenges that affect humanity and investigate and implement solutions throughout the life of those challenges, working continuously to iteratively improve upon yesterday's solutions. Allowing the coexistence of old and new, being able to deal with change and disorder while explaining persistence and order requires practices that connect contextually things, people, and events that are distant and only partially congruent. Transdisciplinarity as a construct or framework can guide institutions of higher learning to break from outdated models and structures to form new ways of being that are fluid, heuristic, and holistic. Transperformative education can serve as a model to operationalize transdisciplinarity at the curricula, instructional, operational, and strategic level.

The Political Economy of Brain Drain at Institutions of Higher Learning in Conflict Countries: Case of the University of Liberia

2002 ◽  
Vol 30 (1) ◽  
pp. 42-46
Author(s):  
Anthony Barclay
Keyword(s):  
Human Capital ◽  
Information Dissemination ◽  
Higher Learning ◽  
Educational Institutions ◽  
Research Information ◽  
Economic Growth And Development ◽  
Institutions Of Higher Learning ◽  
Training Research ◽  
The University

According to endogenous growth theories, human capital is a major determinant of economic growth and development. Human capital refers to the educational qualifications, skills, and experience that individuals possess. Educational institutions, in general, and universities, in particular, are most instrumental in developing and enhancing the quality of human capital through capacity building involving training, research, information dissemination, and knowledge management. These institutions should be not only firmly established and maintained but also continuously empowered to meet the current and evolving needs of their countries.

scholarly journals Teachers’ Conflict-Inducing Attitudes and Their Repercussions on Students’ Psychological Health and Learning Outcomes

2019 ◽  
Vol 16 (14) ◽  
pp. 2534
Author(s):  
Muhammad Rashid Ali ◽  
Badar Nadeem Ashraf ◽  
Chuanmin Shuai
Keyword(s):  
Psychological Health ◽  
Educational Outcomes ◽  
Higher Learning ◽  
Faculty Members ◽  
Educational Institutions ◽  
Student Relationships ◽  
Teacher Interactions ◽  
Teacher Student Relationships ◽  
Teacher Student ◽  
Institutions Of Higher Learning

This paper studied the causes and effects of negative teacher–student relationships on students’ psychological health and educational outcomes, primarily due to negative teacher–teacher interactions. Survey data were collected from 130 faculty members and 746 students of 10 higher educational institutions located in different cities of the Punjab province of Pakistan. Path analysis was used to estimate results. The findings revealed that incivility among faculty members and higher discontent with university resources generates a conflict-inducing attitude in faculty members, which subsequently creates negative behavior in teachers towards students. It was further observed that hostile attitudes of faculty members towards students adversely affects the psychological health and educational outcomes of students at universities. These findings suggest that students’ learning processes can be improved by controlling negative teacher–teacher interactions, which has important implications for institutions of higher learning.

scholarly journals Lokalisasi Unit Zakat Institusi Pengajian Tinggi Sebagai Model One Stop Center Agihan Zakat Pendidikan

2018 ◽  
Vol 10 (1) ◽  
pp. 51-72
Author(s):  
Muhammad Rizal Jalil ◽  
Hairunnizam Wahid ◽  
Sanep Ahmad
Keyword(s):  
Random Sampling ◽  
Positive Impact ◽  
Sampling Technique ◽  
Higher Learning ◽  
Policy Implications ◽  
Educational Institutions ◽  
Educational Assistance ◽  
Institutions Of Higher Learning ◽  
One Stop ◽  
Education And Development

The issue of decentralization and localization of zakat administration is essential in improving the efficiency of the distribution of zakat in Malaysia. This study was motivated by the hypothesis that the implementation of the localization of zakat administration is expected to provide a significant and positive impact as a 'One Stop Center' to asnaf students poor (fakir) and needy (miskin). This study attempts to solve the problem and identify the needs of students in line with the principles outlined zakat distribution of isti’ab, ikhtisas, hak, muraqabah, al-kifayah and fauran.The question is whether this concept is well received by the recipient charity services which are the students who are classified as recipients, especially in terms of education and development of human capital is an important element in the category of asnaf fisabilillah. Hence this study aims to propose a model of the distribution of zakat administration in institutions of higher learning (IPT) which is based on the localization concept and the concept of decentralization of power in terms of collection and distribution of zakat. This study used a stratified random sampling technique involves students who receive educational assistance under the category of poor (fakir) and needy (miskin) recipients of zakat in Universiti Teknologi Mara (UiTM) Shah Alam. The study found that the majority of respondents agree and accept this concept implemented in educational institutions. Some policy implications and recommendations are discussed in this study. Keywords : Zakat Localization, Zakat Distribution for Education, Poor and Needy Students Abstrak Isu desentralisasi kuasa serta lokalisasi pentadbiran zakat adalah penting dalam meningkatkan keefisienan pengagihan zakat di Malaysia. Kajian ini didorong oleh satu hipotesis dimana perlaksanaan lokalisasi pentadbiran agihan zakat dijangkakan mampu memberikan impak yang signifikan dan positif sebagai ‘One Stop Center’ kepada pelajar asnaf fakir miskin. Kajian ini berupaya menyelesaikan masalah serta mengenal pasti keperluan pelajar selari dengan prinsip agihan zakat yang telah digariskan iaitu isti’ab, ikhtisas, hak, muraqabah, al-kifayah dan fauran. Persoalannya adakah konsep ini diterima dengan baik oleh penerima perkhidmatan zakat iaitu para pelajar yang digolongkan sebagai asnaf terutamanya dalam aspek pendidikan dan pembangunan modal insan yang merupakan elemen penting dalam kategori asnaf fisabilillah. Justeru kajian ini bertujuan mencadangkan satu model pentadbiran pengagihan zakat di institusi pengajian tinggi (IPT) yang berasaskan konsep lokalisasi serta konsep disentralisasi kuasa dalam aspek kutipan dan agihan zakat. Kajian ini menggunakan teknik persampelan rawak berstrata melibatkan responden para pelajar yang menerima bantuan pendidikan di bawah kategori asnaf fakir dan miskin zakat di Universiti Teknologi Mara (Uitm) Shah Alam. Hasil kajian mendapati majoriti responden bersetuju dan menerima konsep ini dilaksanakan di institusi pendidikan. Beberapa implikasi dasar serta cadangan turut dibincangkan dalam kajian ini. Kata kunci : Lokalisasi Zakat, Agihan Pendidikan, Pelajar Miskin

scholarly journals Factors Contributing to Industrial Conflicts within Higher Education Institutions in Lesotho: A Case of the National University of Lesotho

2021 ◽  
Vol 11 (2) ◽  
pp. 319
Author(s):  
Mamoeletsi Limakatso Mojalefa
Keyword(s):  
Higher Education ◽  
Collective Bargaining ◽  
Working Conditions ◽  
Higher Education Institutions ◽  
Higher Learning ◽  
Educational Institutions ◽  
Structured Interviews ◽  
Institutions Of Higher Learning ◽  
National University ◽  
Higher Institutions

Incidences of industrial actions, which have frequently paralyzed learning at most of the educational institutions, are frequent in Lesotho. Despite the safeguards for collective bargaining in Lesotho, the incidences of industrial actions at higher institutions of learning in Lesotho are still common. The study was conducted to investigate the factors which contribute to industrial conflict at the National University of Lesotho. In order to gain a deeper understanding of the participants’ unionism experiences, semi-structured interviews were used to collect data. This study reveals that lack of transparency, inconsistent application of policies, lack of communication, lack of motivation, poor salaries, bias as well as poor working conditions are some of the factors that cause strikes at the institutions of higher learning in Lesotho.

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.

Group identity and social closeness

2018 ◽  
Vol 38 (3/4) ◽  
pp. 259-279 ◽  
Author(s):  
Yaffa Moskovich ◽  
Ido Liberman
Keyword(s):  
Orthodox Jews ◽  
Higher Learning ◽  
Educational Institutions ◽  
Content Type ◽  
Social Proximity ◽  
Institutions Of Higher Learning ◽  
Structural Identity ◽  
The Social ◽  
Positive Feelings ◽  
Secular Institutions

Purpose The purpose of this paper is to study examine the social identity of Ultra-Orthodox students enrolled in institutions of higher learning in Israel, and specifically the ways in which the identity of Ultra-Orthodox students who interact with other groups on campus compares to the identity of self-segregated Ultra-Orthodox students. Traditionally, Ultra-Orthodox students have preferred self-segregated educational institutions. Today, however increasing numbers of Ultra-Orthodox Jews are enrolling in regular academic institutions. Although they study in separate, homogeneous classrooms, they interact with secular students within the framework of the institution. Design/methodology/approach A four-part questionnaire dealing with attributions, feelings, personal identities, and social proximity was administered to the Ultra-Orthodox students. Findings As hypothesized, the students in self-segregated institutions exhibited a different identity than the students in secular institutions. Contrary to the hypotheses, the self-segregated students had positive feelings toward secular Israeli students and a greater desire for social proximity than the more integrated group. Explanations center on structural identity theory. Originality/value In this naturalistic study, the encounters between Ultra-Orthodox students and other students in their academic institution were random, unplanned, and unmonitored, unlike previous studies of intergroup relations in institutions of higher education. These students were not involved in cooperative tasks, which theoretically could help improve the relationships between Ultra-Orthodox and secular students.

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