scholarly journals Towards language-friendly higher education: language policy development at the University of Aveiro, Portugal

2020 ◽  
pp. 115-127
Author(s):  
Gillian Moreira ◽  
Keyword(s):  
Higher Education ◽  
Language Policy ◽  
Policy Development ◽  
The University ◽  
Education Language Policy

scholarly journals On not taking language inequality for granted: Hymesian traces in ethnographic monitoring of South Africa’s multilingual language policy

Multilingua ◽  
2014 ◽  
Vol 33 (5-6) ◽  
Author(s):  
Nancy H. Hornberger
Keyword(s):  
Higher Education ◽  
Language Policy ◽  
South African ◽  
Program Implementation ◽  
African Languages ◽  
Current Implementation ◽  
Kwazulu Natal ◽  
Teaching Learning ◽  
The University ◽  
South African Higher Education

AbstractSouth African higher education is at a critical juncture in the implementation of South Africa’s multilingual language policy promoting institutional status for nine African languages, English, and Afrikaans. South African scholars, not content merely to comment from the sidelines on the policy, its promise, and challenges, have also engaged in implementation efforts. This article explores two such initiatives, both focusing on the use of African languages in higher education institutions where English is already established as the medium of instruction, and both undertaken with explicit goals of righting South Africa’s longstanding social injustices. I collaborated with colleagues at the University of Limpopo and the University of KwaZulu-Natal to assess current implementation and identify next steps and strategies for achieving truly multilingual teaching, learning, and research at their institutions. Taking up Hymes’ (1980) call for ethnographic monitoring of bilingual education, I sought in each case to jointly describe and analyze current communicative conduct, uncover emergent patterns and meanings in program implementation, and evaluate program and policy in terms of social meanings. I argue that ethnographic monitoring in education offers one means toward

scholarly journals Translating language policy into practice: Language and culture policy at a Dutch university

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Kevin Haines ◽  
Anje Dijk
Keyword(s):  
Higher Education ◽  
Language Policy ◽  
Dual Language ◽  
Complex Environment ◽  
Top Down ◽  
Language And Culture ◽  
Intercultural Skills ◽  
Key Players ◽  
English Medium Instruction ◽  
The University

AbstractThe CEFR will only achieve its potential in higher education if it is embedded in a meaningful way in the wider processes of the university. One means of embedding the CEFR is through policy, and in this article we report the development of a language policy in the broader context of internationalization at a Dutch university. We describe some the challenges involved in developing and extending this policy to stakeholders across the complex environment of a modern university, particularly from the perspective of one of the key players in this process, the university Language Centre. A growth of English-medium instruction (EMI) programmes has coincided with a greater emphasis on internationalization in the university’s strategy, and this has resulted in the establishment of an International Classroom (IC) project and a supporting Language and Culture (L&C) policy. The L&C policy aims to be both top down and bottom up, with a dual language focus on English and Dutch, while also recognizing the inter-relation between linguistic and intercultural skills. We believe that the growth of EMI programmes has acted as a catalyst for the extension of the L&C policy beyond the EMI setting to the university as a whole, and that the CEFR can play a role in providing a bridge from an EMI-focused perspective on internationalization to a discussion of language policy as it affects the entire university community.

scholarly journals Engaging sustainability good practice within the curriculum design and property portfolio in the Australian higher education sector

2017 ◽  
Vol 18 (1) ◽  
pp. 146-162 ◽  
Author(s):  
Joanna Poon
Keyword(s):  
Higher Education ◽  
Portfolio Management ◽  
Curriculum Design ◽  
Policy Development ◽  
Good Practice ◽  
Real Life ◽  
Content Type ◽  
The University ◽  
The Impact

Purpose The purpose of this paper is to evaluate the extent to which universities’ strategic plans affect the level of incorporation of sustainability within the curriculum design and property portfolio. Design/methodology/approach This research adopted a case study approach. The case study institution was Deakin University in Australia. This paper used a qualitative research method. Desk-top study included the review of the University’s Strategic Plan, policy agenda on sustainability and the documents on sustainability courses and units. Semi-structured interviews were held with academics who have course development and management responsibility within the university, colleagues who have a sustainability-focused role on estate management and colleagues whose roles are to manage sustainability initiatives at the institution level. All interviews were recorded and transcribed. Content analysis was used to analyse the interview data. Findings Despite the University having clear strategic aims and initiatives on the incorporation of sustainability within the curriculum design and property portfolio, there is disconnection between policy development and policy implementation. As a result, the incorporation of sustainability varies largely between curricula within the institution. The incorporation of sustainability within the property portfolio is clear and effective. However, within the curriculum, it is polarised. The level of incorporation depends on the nature of the course or unit and is largely driven by the initiatives of the individual academic. Good practice identified in the incorporation of sustainability within the curriculum is to use a problem-based approach supported by real life projects to enhance the students’ authentic learning experience. A good practice for successfully incorporating sustainability into the property portfolio is to have clear vision of what it has planned to achieve and to ensure that there is a balance between sustainability and value for money. Originality/value This is pioneering research to investigate the incorporation of sustainability into higher education in a more comprehensive way. This paper considered the impact of strategic planning on the incorporation of sustainability within a higher education, on both curriculum design and property portfolio management.

scholarly journals The Dilemma of Unrelenting Workload Amidst Covid-19 Pandemic: An Agenda for University Female Academics

2021 ◽  
Vol 5 (1) ◽  
pp. 12-46
Author(s):  
Okeke-Uzodike Obianuju ◽  
Vangeli Gamede
Keyword(s):  
Higher Education ◽  
Time Allocation ◽  
Policy Development ◽  
Teaching And Learning ◽  
Work Life ◽  
Work Life Balance ◽  
Research Approach ◽  
Life Balance ◽  
Workload Management ◽  
The University

The dynamic changes in the South African higher education environment have seen academics immersed in increasing workloads to keep up with the university mandate. The outbreak of the Covid-19 pandemic has raised significant challenges for the higher education community and intensified complications related to workload and in particular for female academics. The understanding of the management of workload is pertinent, and therefore the article examines the components of workload and implications of the Covid-19 pandemic for female academics. A descriptive research design and a quantitative research approach were adopted, and data was collected from 54 female academics in an unidentified university in South Africa. The data was analyzed using the Statistical Packages for Social Sciences (SPSS) version 26 and presented using a descriptive and inferential format. Also, the study adopted a systematic review of literature leveraging reputable sources. The findings revealed that (i) time allocation to academic activities of teaching and learning, research, postgraduate supervision, administration matters, community service, and academic citizenship remains a challenge facing universities, and (ii) Covid-19 imposed remote working arrangements resulting in increased workloads, leading to reduced research productivity and inability to achieve work-life balance for the female academics. The results of the study highlight the need for institutional review and policy development on the academic workload management system to ensure work-life balance for the female academics and output maximization for the university, especially during a pandemic.

scholarly journals Looking Back: Reviewing the Challenges of Policy Development During the COVID-19 Pandemic for a TNE Partnership in Higher Education

2021 ◽  
Vol 6 ◽  
Author(s):  
Duncan James Bremner ◽  
Imran Shafique Ansari ◽  
Jennifer MacDougall ◽  
Sajjad Hussain ◽  
Mingda Ma ◽  
...  
Keyword(s):  
Higher Education ◽  
Higher Education Policy ◽  
Policy Development ◽  
Careful Analysis ◽  
Scenario Planning ◽  
Management Tools ◽  
Learning And Teaching ◽  
Retrospective View ◽  
Policy Development Process ◽  
The University

This paper takes a retrospective view of the year 2020, with a focus on how Higher Education policy development was undertaken on a Transnational Education (TNE) program between the University of Glasgow (UofG) and the University of Electronics, Science and Technology in Chengdu (UESTC), China in response to the COVID-19 pandemic. It explores the approach to policy development under normal circumstances, contrasting this with the approach taken during the emergence of the epidemic and how the unfolding situation impacted on those policies. It demonstrates how the application of management tools for scenario planning and crisis management can be used effectively to develop a clear and prescriptive policy for staff. It also demonstrates how the use of such tools, combined with careful analysis and planning, can minimize disruption to student learning, teaching, and assessment. The paper then goes on to explain the creation and implementation of policies addressing three main areas: learning and teaching, Final Year Projects, and assessment. Finally, it reflects on the student and staff perspectives on the policies, considering how this information might be used to enhance the policy development process in future.

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