Enterprise Bargaining as a Tool to Reduce Regulatory Layering: A Content Analysis Study

2014 ◽  
Vol 42 (3) ◽  
pp. 559-588
Author(s):  
Carolyn Sutherland
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Fast Food ◽  
Analysis Study ◽  
Workplace Relations ◽  
Legislative Reforms ◽  
Over Time ◽  
Made In

This article assesses whether Australia's system of enterprise bargaining has helped to streamline workplace relations rules by replacing overlapping industrial instruments with a single enterprise agreement. It presents empirical findings from a content analysis study of enterprise agreements made in the higher education and fast food sectors between 1993 and 2011. These findings suggest that there has been a remarkable shift over time in the contribution of enterprise agreements to the problem of regulatory ‘layering’. Whereas the majority of early agreements exacerbated the problem by inserting new arrangements on top of existing industrial instruments, more recent agreements have tended to replace multiple instruments with a single agreement. The empirical findings also point to various ways in which legislative reforms and funding incentives have contributed to this shift towards greater simplicity in the workplace relations system.

scholarly journals Peer Review in Public Administration: The Case of the Swedish Higher Education Authority

2022 ◽  
pp. 147-172
Author(s):  
Agnes Ers ◽  
Kristina Tegler Jerselius
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Peer Review ◽  
Public Administration ◽  
Logical Consequence ◽  
National System ◽  
Education Authority ◽  
Over Time ◽  
Made In

AbstractThe aim of this chapter is to explore the method of peer review as it has been practised within the framework of the Swedish national system for quality assurance of higher education. By highlighting and comparing examples from two reviews, 1997–1998 and 2016–2017, we want to show how the method of peer review has evolved over time and in what way has it been affected by changes made in the system. The study shows that the national system for quality assurance of higher education with peer review as a central method has changed surprisingly little in Sweden during the period studied (1995–2017). Over time, the demands for transparency, predictability and equivalence have increased, which has to some extent undermined the authority of the assessors. At the same time, it is a development which is a logical consequence of—not a break with—the coherent national system for quality assurance of higher education that was put into effect as early as the mid-1990s.

scholarly journals User Experience (UX) Matters: What are the Most Desired Skills in the UX Designer and UX Researcher Job Ads

2021 ◽  
Vol 4 (2) ◽  
Author(s):  
Ruoxu Wang ◽  
Jin Yang
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Content Analysis ◽  
Network Security ◽  
Interface Design ◽  
Mass Communications ◽  
Analysis Study ◽  
Needed Information ◽  
Job Ads ◽  
Visual Interface

A content analysis study (N = 200) was conducted to examine the most desired skills required in UX designers and UX researchers job ads on the LinkedIn platform. Results showed the visual interface design skill is the most needed design skill for UX designers. For UX researchers, the research skills of usability lab studies, moderated remote usability studies, usability benchmarking, and interviews are most needed. Information Technology & Service and Computer & Network Security are industries that have the highest need in UX designers and UX researchers. The study suggests higher education institutes especially mass communications programs may need to consider adopting the UX concept and skills into its teaching agenda.

scholarly journals Disability Sensitivity and Sensibility: A Nondisabled Lecturer Perspective on Inclusive Lecturing Opportunities

2021 ◽  
Vol 6 (2) ◽  
pp. 52-75
Author(s):  
Sandra Makwembere
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Students With Disabilities ◽  
Teaching And Learning ◽  
Educational Practices ◽  
Social Force ◽  
Social Oppression ◽  
Societal Culture ◽  
Learning Attitudes ◽  
Made In

Disability is a social force that arguably creates more education problems for students with disabilities than their impairments. Understanding it as a form of social oppression can lead to less exclusionary teaching and learning attitudes, beliefs, expectations and practices. Numerous studies have looked at the experiences of staff and students with disabilities as well as the experiences of teaching students with disabilities. However, more studies are needed to better understand and address disability in higher education. Nondisabled perspectives have a role to play in opposing disabling educational practices and cultures to make higher education more inclusive. Many opportunities especially exist for nondisabled lecturers to contribute to addressing the higher education barriers and discrimination which often affect students with disabilities. The purpose of this study was to use a disability perspective to present my lecturing practices during the move to emergency remote teaching and learning in response to COVID-19 while working at an HDI. An autoethnographic method was used. Content analysis of my accounts exposed the exclusionary nature of my practices in terms of how they facilitated ableism and suppressed disability discourse. Recommendations are made, in light of the results, on ways to not only make higher education spaces more accommodating but counter a wider societal culture that oppresses and even seeks to eradicate the value of those who live with impairments. 

Sosyal medyada Suriye’li sığınmacılara yönelik algı: bir sözlük değerlendirmesi

2017 ◽  
Vol 4 (2) ◽  
pp. 185-200 ◽  
Author(s):  
Servet Kardeş ◽  
Çağla Banko ◽  
Berrin Akman
Keyword(s):  
Qualitative Research ◽  
Social Media ◽  
Content Analysis ◽  
Syrian Refugees ◽  
Analysis Method ◽  
Social Media Platform ◽  
Content Analysis Method ◽  
Negative News ◽  
Media Platform ◽  
Made In

Bu araştırmada sığınmacılara yönelik paylaşımların yapıldığı sosyal medyada yer alan sözlüklerden birinde sığınmacılara yönelik algıya bakılmıştır. Yöntem olarak nitel desende olan bu çalışmada, bir sosyal medya sitesinde yer alan paylaşımlar içerik analizi yoluyla derinlemesine incelenip yorumlanmıştır. Araştırmanın sonucunda sosyal medya kullanıcılarının sığınmacıları büyük bir güvensizlik ortamı ve huzursuzluk yaratan bireyler olarak gördükleri saptanmış, sığınmacılarla yaşanan deneyimlerin ve medyadaki haberlerin bu düşüncelerin oluşmasında etkisinin olduğu belirlenmiştir. Bunun yanında sosyal medya kullanıcılarının devletin sığınmacılar konusunda yanlış politika izlediğini düşündükleri ve sığınmacılar için etkili bir planlama yapılmadığını ifade ettikleri görülmüştür. Çalışmanın sonuçları doğrultusunda medyada sığınmacılar hakkında çıkan haberlerde olumsuz ve şiddet temalı haberlerin azaltılması, Suriyeli sığınmacıların durumu, sahip oldukları haklar ve topluma yansımaları hakkında doğru ve bilgilendirici kamu spotları hazırlanması ayrıca sığınmacıların topluma entegre olma sürecinin her basamağında daha planlı ve etkili bir yol izlenmesi önerilebilir.ABSTRACT IN ENGLISHPerceptions about Syrian refugees on social media: an evaluation of a social media platformIn this research, posts which are about Syrian refugees were published in a social media platform, called as “sözlük” were investigated. The research is a qualitative research. The posts in this platform are analyzed with content analysis method. According to results of analyses, social media users see Syrian refugees as people who create an insecure and a restless environment. The experiences people had with them and news have an effect on this view. In addition, social media users think that government made inappropriate policies and ineffective plans about Syrian refugees. It is suggested negative news about Syrian refugees should be decreased and government should make safer policies. In addition, adaptation of refugees to society should be made in more planned and effective way.

The (Mis)Uses of Race in Research on College Students: A Systematic Review

JCSCORE ◽  
2018 ◽  
Vol 3 (1) ◽  
pp. 5-41
Author(s):  
Marc P. Johnston-Guerrero
Keyword(s):  
Higher Education ◽  
College Students ◽  
Systematic Review ◽  
Content Analysis ◽  
Student Affairs ◽  
Educational Outcomes ◽  
Racial Groups ◽  
Higher Education Journals ◽  
Wide Range ◽  
Implicit And Explicit

Race has been one of the most controversial subjects studied by scholars across a wide range of disciplines as they debate whether races actually exist and whether race matters in determining life, social, and educational outcomes. Missing from the literature are investigations into various ways race gets applied in research, especially in higher education and student affairs. This review explores how scholars use race in their framing, operationalizing, and interpreting of research on college students. Through a systematic content analysis of three higher education journals over five years, this review elucidates scholars’ varied racial applications as well as potential implicit and explicit messages about race being sent by those applications and inconsistencies within articles. By better understanding how race is used in higher education and student affairs research, scholars can be more purposeful in their applications to reduce problematic messages about the essentialist nature of race and deficit framing of certain racial groups.

USE OF BLENDED LEARNING IN HIGHER EDUCATION – SOME EXPERIENCES

2015 ◽  
Vol 37 (1) ◽  
pp. 54-67 ◽  
Author(s):  
R J Singh
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Distance Learning ◽  
Blended Learning ◽  
Learning Experiences ◽  
Learning Opportunities ◽  
Face To Face ◽  
E Learning ◽  
Face To Face Learning ◽  
Made In

This article reports on the use of blended learning in higher education. Blended learning has become popular in higher education in recent years. It is a move beyond traditional lecturing to incorporate face-to-face learning with e-learning, thereby creating a blend of learning experiences. The problem is that learning in higher education is complex and learning situations differ across contexts. Whilst there is face-to-face contact at some institutions, others offer distance learning or correspondence learning. In each context, the mode of learning may differ. The challenge is to cater for various learning opportunities through a series of learning interactions and to incorporate a blended approach. The aim of this study was to examine various ways of defining blended learning in different contexts. This was done through an examination of experiences of the use of blended learning in different higher education contexts. The study presents a case of blended learning in a postgraduate course. The experiences from all these cases are summarised and conclusions and recommendations are made in the context of blended learning in higher education in South Africa.

Indigenous higher education sector: the evolution of recognised Indigenous Leaders within Australian Universities

2020 ◽  
pp. 1-7 ◽  
Author(s):  
Stacey Kim Coates ◽  
Michelle Trudgett ◽  
Susan Page
Keyword(s):  
Higher Education ◽  
Indigenous Education ◽  
Indigenous Australians ◽  
Access To Higher Education ◽  
Public Schooling ◽  
Indigenous Students ◽  
Early Experiences ◽  
Commonwealth Government ◽  
The 1960S ◽  
Over Time

Abstract There is clear evidence that Indigenous education has changed considerably over time. Indigenous Australians' early experiences of ‘colonialised education’ included missionary schools, segregated and mixed public schooling, total exclusion and ‘modified curriculum’ specifically for Indigenous students which focused on teaching manual labour skills (as opposed to literacy and numeracy skills). The historical inequalities left a legacy of educational disparity between Indigenous and non-Indigenous Australians. Following activist movements in the 1960s, the Commonwealth Government initiated a number of reviews and forged new policy directions with the aim of achieving parity of participation and outcomes in higher education between Indigenous and non-Indigenous Australians. Further reviews in the 1980s through to the new millennium produced recommendations specifically calling for Indigenous Australians to be given equality of access to higher education; for Indigenous Australians to be employed in higher education settings; and to be included in decisions regarding higher education. This paper aims to examine the evolution of Indigenous leaders in higher education from the period when we entered the space through to now. In doing so, it will examine the key documents to explore how the landscape has changed over time, eventually leading to a number of formal reviews, culminating in the Universities Australia 2017–2020 Indigenous Strategy (Universities Australia, 2017).

Sign in / Sign up

Export Citation Format

Share Document