Higher Education in India: The Social Context.

1991 ◽  
Vol 64 (3) ◽  
pp. 418
Author(s):  
Jandhyala B. G. Tilak ◽  
Amrik Singh ◽  
G. D. Sharma
Keyword(s):  
Higher Education ◽  
Social Context ◽  
The Social ◽  
Education In India

Technology in Mathematics Education

2013 ◽  
pp. 219-229
Author(s):  
Peter M. Eley
Keyword(s):  
Higher Education ◽  
Mathematics Education ◽  
Social Context ◽  
Web 2.0 ◽  
Theoretical Framework ◽  
Potential Effectiveness ◽  
Gender Culture ◽  
The Social ◽  
Technological Tool ◽  
Leadership Diversity

Combining both leadership and diversity, the author’s define “leadership diversity” to be: leadership that engages followers that is inclusive to gender, culture, and the social context of the followers. In this chapter, a theoretical framework called “Technological Mathematical Leadership Diversity” (TMLD). TMLD refers to using technology to engage all followers’ mathematic learning that is inclusive of their gender, culture, and social context. As mathematics educators, it is important to understand that our role as chief instructor is changing; students are now taking control of their education. The infusion of Web 2.0 is changing how students learn and receive their information. The author set out to answer three questions through the TMLD lens: 1) Will the technology be applied to something already done? 2) Will the technology be used in such a way that it improves upon the way an existing task is done? 3) Will the technology allow us to do things that could not easily be done before? Within this context, the authors organize the technology into two distinct categories “productivity” and “cognitive” based off their primary usage. The rising cost of higher education is driving students to find ways to obtain their education in the quickest time and least expensive way possible. While in pursuit of this, it is important that diversity leadership is maintained. Using frameworks such as TMLD, the authors are able to examine the existence and potential effectiveness of a technological tool. These changes can affect mathematics education in a drastic way.

Engineering registers in the 21st century

2019 ◽  
Vol 1 (1) ◽  
pp. 65-101 ◽  
Author(s):  
Sheena Gardner ◽  
Xiaoyu Xu
Keyword(s):  
Higher Education ◽  
Social Context ◽  
Open Access ◽  
21St Century ◽  
Systemic Functional Linguistics ◽  
Journal Article ◽  
High Impact ◽  
Review Of Literature ◽  
The Social ◽  
Word Frequencies

Abstract Following an exploration of engineering programmes in higher education, and a review of literature on engineering registers, genres and disciplines, this paper asks if there is a register for engineering. Word frequencies, n-grams and frequent n-grams in context were analysed in a 7.3 million word corpus created from four sections (Introduction, Materials & Methods, Results & Discussion, Conclusion) of over 1000 articles in civil, electrical and mechanical engineering. From the perspective of systemic functional linguistics, this reveals how engineering is construed through language that reflects the social context of high impact, open access, multi-modal, 21st century, international journal article publication, with multiple author roles, and prescribed genres, where reviewers focus on problem solving and facts, rather than persuasive claims.

scholarly journals Transversal Competences: Their Importance and Learning Processes by Higher Education Students

2018 ◽  
Vol 8 (3) ◽  
pp. 126 ◽  
Author(s):  
Maria Sá ◽  
Sandro Serpa
Keyword(s):  
Higher Education ◽  
Social Context ◽  
Labour Market ◽  
Higher Education Institutions ◽  
Learning Processes ◽  
Education Students ◽  
Political Situation ◽  
Critical Elements ◽  
The Social ◽  
Document Search

At a time when the labour market is blocked and simultaneously rapidly changing, with the emergence of new professional and scientific areas, the higher education mission becomes less indisputable and more indeterminate and challenging. This uncertainty was the leitmotiv for this essay, which aims to discuss the importance of attaining transversal competences in higher education. To achieve this goal, a bibliographical research was carried out on the attention that is currently given by higher education institutions to this topic, how they respond to the need for increasingly more transversal training and how they develop a curriculum that meets these requirements. Thus, in methodological terms, a thorough research on the literature addressing the topic of transversal competences was carried out; subsequently, a document search was conducted and a qualitative review and analysis of the documents collected was performed to justify our stance. Our analysis allowed concluding that the context of indeterminacy regarding the future has variations, considering the geographical and political situation, the social context and the activity sector. Furthermore, attitudes, expectations and predispositions are also critical elements for the success of this process of transversal competences’ attainment. This latter factor is central in this process, as there is often a gap between students’ expectations regarding the competences they expect to attain in higher education and the proposals that frame their training at the micro, meso and macrosocial levels and which take the need to attain transversal competences in higher education for granted.

The Justification of Equal Opportunity

1987 ◽  
Vol 5 (1) ◽  
pp. 88-103 ◽  
Author(s):  
Alan H. Goldman
Keyword(s):  
Higher Education ◽  
Social Context ◽  
Social System ◽  
Equal Opportunity ◽  
Ethnic Background ◽  
The State ◽  
The Social ◽  
Initial Question ◽  
The Senses

As a preliminary to the justification of equal opportunity, we require a few words on the concept. An opportunity is a chance to attain some goal or obtain some benefit. More precisely, it is the lack of some obstacle or obstacles to the attainment of some goal(s) or benefit(s). Opportunities are equal in some specified or understood sense when persons face roughly the same obstacles or obstacles of roughly the same difficulty of some specified or understood sort. In different contexts we might have different sorts of benefits or obstacles in mind. But in the current social context, and in the context of this discussion, we refer to educational and occupational opportunities, chances to attain the benefits of higher education and of socially and economically desirable positions, benefits assumed to be desired by many or most individuals, other things being equal. And we generally divide obstacles into two broad classes: those imposed by the social system or by other persons in the society, for example, the hardships of life in the lower economic classes or barriers from prejudices based on race, sex, or ethnic background; and those imposed by natural disabilities, for example, low intelligence or lack of talents.The initial question is whether a moral society is obligated to create equality in opportunities in the senses just defined. I shall assume here initially that there is some such obligation on the part of society or the state, although I shall specify its nature and limits more precisely below. With the exception of certain libertarians, almost everyone, liberal and conservative alike, agrees in this assumption.

Pedagogy and ideology: teaching law as if it matters

Legal Studies ◽  
1999 ◽  
Vol 19 (4) ◽  
pp. 445-467 ◽  
Author(s):  
N K Sam Banks
Keyword(s):  
Higher Education ◽  
Social Context ◽  
Legal Education ◽  
Law Students ◽  
Legal Information ◽  
The Social ◽  
The World ◽  
Teaching Learning ◽  
The Impact ◽  
As If

Considering whether law students receive a legal education that is meaningful and relevant to them raises interesting questions about what education is, what it's for, how we teach, how we learn and, essentially, how we know what we know. This article examines ideology and the law lecturer and student, and how these intersect, interact and conflict to inform the teaching, learning and understanding of law. These are not inconsequential questions considering the range of diversity among students now studying law. These issues are explored by examining the purposes of legal education in light of the overall objectives of higher education. The article then looks at the impact of ideology on our understanding of the world in general and of law in particular, and how ideology influences how we learn and what we learn. The manner in which ideology influences a particular interpretation of information, and especially legal information, is explored, as are the consequences to those outside that ideological and interpretive commonality. Thus, it is argued that some groups of students are excluded from a legal education that is meaningful and relevant to them. Lastly, the article considers ways in which law may be understood and taught otherwise to reflect both our students' reality and the social context in which law operates.

Technology in Mathematics Education

2015 ◽  
pp. 311-321
Author(s):  
Peter M. Eley
Keyword(s):  
Higher Education ◽  
Mathematics Education ◽  
Social Context ◽  
Web 2.0 ◽  
Theoretical Framework ◽  
Potential Effectiveness ◽  
Gender Culture ◽  
The Social ◽  
Technological Tool ◽  
Leadership Diversity

Combining both leadership and diversity, the author's define “leadership diversity” to be: leadership that engages followers that is inclusive to gender, culture, and the social context of the followers. In this chapter, a theoretical framework called “Technological Mathematical Leadership Diversity” (TMLD). TMLD refers to using technology to engage all followers' mathematic learning that is inclusive of their gender, culture, and social context. As mathematics educators, it is important to understand that our role as chief instructor is changing; students are now taking control of their education. The infusion of Web 2.0 is changing how students learn and receive their information. The author set out to answer three questions through the TMLD lens: 1) Will the technology be applied to something already done? 2) Will the technology be used in such a way that it improves upon the way an existing task is done? 3) Will the technology allow us to do things that could not easily be done before? Within this context, the authors organize the technology into two distinct categories “productivity” and “cognitive” based off their primary usage. The rising cost of higher education is driving students to find ways to obtain their education in the quickest time and least expensive way possible. While in pursuit of this, it is important that diversity leadership is maintained. Using frameworks such as TMLD, the authors are able to examine the existence and potential effectiveness of a technological tool. These changes can affect mathematics education in a drastic way.

scholarly journals Socioeconomic Segregation, Campus Social Context, and Disparities in Bachelor's Degree Attainment

Demography ◽  
2021 ◽  
Author(s):  
Dafna Gelbgiser
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Social Context ◽  
Degree Attainment ◽  
Bachelor's Degree ◽  
External Information ◽  
Social Environments ◽  
The Social ◽  
Socioeconomic Segregation ◽  
Bachelor's Degree Attainment

Abstract It is well established that students from different socioeconomic backgrounds attend different colleges, net of their academic preparation. An unintended consequence of these disparities is that in the aggregate, they enhance socioeconomic segregation across institutions of higher education, cultivating separate and distinct social environments that can influence students' outcomes. Using information on the academic careers of a nationally representative sample of U.S. high school students who entered college in the mid-2000s, matched with external information on the social context of each college, this study evaluates the extent of socioeconomic segregation by social context in higher education and its implications for socioeconomic inequality in bachelor's degree attainment. Results confirm that social context is highly consequential for inequality in student outcomes. First, disparities in social context are extensive, even after differences in demographics, skills, attitudes, and college characteristics are accounted for. Second, the social context of campus, as shaped by segregation, is a robust predictor of students' likelihood of obtaining a bachelor's degree. Finally, the degree attainment rates of all students are positively associated with higher concentrations of economic advantages on campus. Combined, these results imply that socioeconomic segregation across colleges exacerbates disparities in degree attainment by placing disadvantaged students in social environments that are least conducive to their academic success.

Commitment to pro- versus counter-attitudinal behavior and the dynamics of social representations

2002 ◽  
Vol 61 (1) ◽  
pp. 34-44 ◽  
Author(s):  
Eric Tafani ◽  
Lionel Souchet
Keyword(s):  
Higher Education ◽  
Social Representations ◽  
Cognitive Restructuring ◽  
Social Representation ◽  
Two Dimensional ◽  
Dimensional Model ◽  
Social Actions ◽  
The Social ◽  
Two Dimensional Model ◽  
Students Attitudes

This research uses the counter-attitudinal essay paradigm ( Janis & King, 1954 ) to test the effects of social actions on social representations. Thus, students wrote either a pro- or a counter-attitudinal essay on Higher Education. Three forms of counter-attitudinal essays were manipulated countering respectively a) students’ attitudes towards higher education; b) peripheral beliefs or c) central beliefs associated with this representation object. After writing the essay, students expressed their attitudes towards higher education and evaluated different beliefs associated with it. The structural status of these beliefs was also assessed by a “calling into question” test ( Flament, 1994a ). Results show that behavior challenging either an attitude or peripheral beliefs induces a rationalization process, giving rise to minor modifications of the representational field. These modifications are only on the social evaluative dimension of the social representation. On the other hand, when the behavior challenges central beliefs, the same rationalization process induces a cognitive restructuring of the representational field, i.e., a structural change in the representation. These results and their implications for the experimental study of representational dynamics are discussed with regard to the two-dimensional model of social representations ( Moliner, 1994 ) and rationalization theory ( Beauvois & Joule, 1996 ).

Sign in / Sign up

Export Citation Format

Share Document