scholarly journals LEXICAL-SEMANTIC ANALYSIS OF THE TERMS “HUMANITIES”, “LIBERAL ARTS”, “LIBERAL HUMANISTIC CULTURE” IN THE US HIGHER EDUCATION SPECIALIZED LANGUAGE (TRANSLATION ASPECT)

2021 ◽  
pp. 133-138
Author(s):  
S. V. Fedorenko
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
Semantic Analysis ◽  
Language Translation ◽  
Lexical Semantic ◽  
The Us ◽  
Specialized Language

scholarly journals Centering the Margins: Knowledge Production in the Introductory Archaeology Course

2020 ◽  
Author(s):  
Kylie Quave ◽  
Shannon Fie ◽  
AmySue Qing Qing Greiff ◽  
Drew Alis Agnew
Keyword(s):  
Higher Education ◽  
Students Of Color ◽  
Knowledge Production ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Course Structure ◽  
Student Reflection ◽  
The Past ◽  
The Us ◽  
Full Picture

Teaching introductory archaeology courses in US higher education typically falls short in two important ways: the courses do not represent the full picture of who contributes to reconstructing the past and do not portray the contemporary and future relevance of the archaeological past. In this paper, we use anti-colonial and decolonial theories to explain the urgency of revising the introductory archaeology curriculum for promoting equity in the discipline and beyond. We detail the pedagogical theories we employed in revising an introductory archaeology course at a small liberal arts college in the US and the specific changes we made to course structure, content, and teaching strategies. To examine the impacts on enrolled students and on who chose to enroll in the revised archaeology curriculum, we analyze student reflection essays and enrollment demographics. We find that students developed more complex understandings of the benefits and harms of archaeological knowledge production and could articulate how to address archaeology’s inequities. We also found that enrollment in archaeology courses at the college shifted to include greater proportions of students of color. These results support the notion that introductory archaeology courses should be substantially and continually revised.

scholarly journals THEMATIC GROUPS OF ENGLISH TERMS OF THE SPECIALIZED LANGUAGE OF THE U. S. HIGHER EDUCATION

2021 ◽  
Author(s):  
Kateryna Sheremeta
Keyword(s):  
Higher Education ◽  
English Language ◽  
The United States ◽  
Parts Of Speech ◽  
Lexical Semantic ◽  
Semantic Orientation ◽  
Specialized Language ◽  
Clear Differentiation ◽  
Terminology System

The article, based on a systematic approach, highlights the author's thematic groups of English-language terminological units of the specialized  language of higher education in the United States. An attempt has been made to comprehend on the scholarly basis the correlation between the concepts of “thematic group” and “lexical-semantic group”. It is noted that the thematic classification of lexical units, which is the most common way of combining words, is bgrounded on the internal connections of objects and phenomena of reality, and is determined by the subject-logical features and common functional purpose of these units. Thematic groups of one or another branch terminological system can contain several nuclear lexical-semantic groups, and their units are characterized by a clear differentiation of features. It is emphasized that in interpreting the concept of thematic group, modern linguistics aims to determine the ways and features of semantic development (extralinguistic aspects) not of individual words, but of groups of lexems that have one semantic orientation. A thematic group is a group of words that includes words selected and combined on the basis of common subject-logical connections, and these words are the same parts of speech; or words from other parts of speech, needed to reveal a common theme. In the process of systematic study of English terminology of the U. S. higher education at the conceptual level, the terms are distributed by the author in a certain order – built subject-matter classification, which results in combining terms into thematic groups. Thematic classification involves a clear, logically sound organization of terminological vocabulary. The classification of the terminology of American higher education is based on determining its content, establishing the scope of semantics of each term, its concept that is combined with other terminological units in a single terminology system of the U. S. higher education.

scholarly journals Labour Studies, the Liberal Arts, and the Sociological Imagination

2014 ◽  
Vol 48 (3) ◽  
pp. 551-568
Author(s):  
Richard Wells
Keyword(s):  
Higher Education ◽  
Public Good ◽  
Liberal Arts ◽  
Sociological Imagination ◽  
Counter Narrative ◽  
Political Purpose ◽  
Worker Education ◽  
The Social ◽  
The Us

In the US, the value of liberal arts is in question as neo-liberal reformers push for a more instrumentalist form of higher education. Older traditions of worker education, however, along with more recent university-based labour studies programs, offer a compelling counter-narrative concerning the social and political purpose of higher education. Taking its cue from C.W. Mills’ notion of the sociological imagination, labour studies has the potential not only to re-energize the transformational mission of popular worker education, but reclaim the idea of higher education as a public good.

scholarly journals Building a Liberal Arts Tradition in India

2021 ◽  
pp. 123-137
Author(s):  
Takako Mino
Keyword(s):  
Higher Education ◽  
Liberal Arts ◽  
Liberal Arts College ◽  
Culturally Relevant Education ◽  
Societal Challenges ◽  
Indian Context ◽  
The Us ◽  
Education In India ◽  
Indian Higher Education ◽  
Relevant Education

Postcolonial nations often struggle with the legacy of higher education systems built by and for the benefit of former colonizers. In India, several visionaries have endeavored to design new approaches to higher education that are suitable to India’s unique context while taking inspiration from the US liberal arts college model. Interest in the liberal arts has grown - in an interconnected world, where a broader scope of understanding is required to craft solutions to societal challenges, young Indians are seeking an alternative to the specialized university model that has dominated the Indian higher education landscape since colonial times. This paper explores the practice of the liberal arts in India through three questions: How does the liberal arts approach fit within the Indian context? How have Indian universities built their own liberal arts tradition? What tensions do these universities navigate? I collected data through a document analysis and interviews with founders, faculty, students, and alumni at three new liberal arts universities in India. While communicating the practical value of the liberal arts to a largely unfamiliar population, the universities built their own liberal arts tradition to help students appreciate, analyze, and develop a commitment to improving the Indian context. At the same time, universities faced numerous tensions: responding to pressures to produce highly employable graduates while remaining true to their institutional ideals, balancing wisdom from both the western liberal arts model and indigenous Indian traditions, and fostering greater inclusion while maintaining financial sustainability. The study’s findings contribute to the field of higher education in India and other postcolonial countries seeking to create new culturally relevant education traditions.

Common thread: The Fifth Discipline from a liberal arts college perspective

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
William D. Schneper
Keyword(s):  
Higher Education ◽  
Learning Organization ◽  
Liberal Arts ◽  
Liberal Arts Colleges ◽  
Liberal Arts College ◽  
Research Attention ◽  
Content Type ◽  
Higher Education System ◽  
The Us ◽  
Learning Principles

Purpose Liberal arts colleges (LACs) have played a crucial role in the foundation and development of the US higher education system. Today, these schools face numerous organizational and environmental challenges that threaten their performance and even survival. This paper aims to examine whether Senge’s (1990) vision of the learning organization can serve a useful function in responding to these challenges. Design/methodology/approach A conceptual analysis was conducted based on research relating to learning organizations, LACs and the liberal arts tradition. Findings The paper identifies significant congruence between learning organization and liberal arts/liberal learning principles. LACs may benefit from applying and modifying Senge’s (1990) framework to their own unique situations. Originality/value While The Fifth Discipline has certainly contributed to the lexicon of higher education, the role that Senge’s (1990) framework plays in LACs has received scant research attention. This paper investigates the applicability of Senge’s approach to an underexplored context.

Reasons for Student Behavior Codes: A Qualitative Study at Two Christian Liberal Arts Institutions

NASPA Journal ◽  
2005 ◽  
Vol 42 (4) ◽  
Author(s):  
Brad A. Lau
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Liberal Arts ◽  
Student Behavior ◽  
Codes Of Conduct ◽  
Faculty Members ◽  
Christian Higher Education ◽  
Liberal Arts Institutions ◽  
Institutional Values

One of the great challenges facing Christian higher education is the role and impact of student behavior codes in furthering institutional values and inculcating those values in the students served by such institutions. The perspectives of administrators, faculty members, and students regarding the rationale for codes of conduct at their institution are examined. To obtain data, administrators, faculty members, and students at two Christian liberal arts institutions completed questionnaires and participated in follow-up interviews based on individual responses to the questionnaire. The views of all three groups are described as they see behavior codes relating to institutional purpose and the development and implementation of such codes.

FEATURES OF FUNDING AND THE RESULTS OF THE ACTIVITIES OF HIGHER EDUCATIONAL INSTITUTIONS OF THE USA (1919 – 2019)

2020 ◽  
Vol 15 (5) ◽  
pp. 225-248 ◽  
Author(s):  
V.N. MINAT ◽  
Keyword(s):  
Higher Education ◽  
Education System ◽  
Private Investment ◽  
Qualitative Assessment ◽  
Inductive Method ◽  
Evolutionary Development ◽  
Assessment Practice ◽  
Higher Education System ◽  
Retrospective Assessment ◽  
The Us

The purpose of the study is to identify trends that determine the dynamics and structure of funding for the US higher education system. The subject of this study is the dynamics and structure of funding for the US higher education system. The relevance of the topic of the article lies in the substantiation of possible threats to the use of financial instruments that have passed the path of evolutionary development in America. In accordance with the purpose, a retrospective assessment of these trends has been carried out over a long period of time. To analyze the vast theoretical and statistical material on the stated problems, such methodological techniques and tools as retrospective assessment, statistical and economic analysis, comparative assessment, generalizations, and the inductive method were used. The results obtained reflect not only the stages of spatio-temporal evolution in the development of the American higher education system, but also reveal indicators that make it possible to assess the effectiveness and efficiency of this system over a century of research. The identified trends highlight the contradictory nature of funding for universities in terms of efficiency and effectiveness. On the one hand, the instruments and results of funding reflect the distinct American way of combining centralization and decentralization in the evolutionary development of a complex higher education system. On the other hand, they confirm the worldwide, ambiguous in qualitative assessment, practice of financing universities - reducing the share of government spending by increasing private investment.

A University Education

2017 ◽  
Author(s):  
David Willetts
Keyword(s):  
Higher Education ◽  
Modern Society ◽  
University Education ◽  
Modern World ◽  
Controversial Issues ◽  
The Us ◽  
The Individual ◽  
The University ◽  
First Time ◽  
The Relationship

Universities have a crucial role in the modern world. In England, entrance to universities is by nation-wide competition which means English universities have an exceptional influence on schools--a striking theme of the book. This important book first investigates the university as an institution and then tracks the individual on their journey to and through university. In A University Education, David Willetts presents a compelling case for the ongoing importance of the university, both as one of the great institutions of modern society and as a transformational experience for the individual. The book also makes illuminating comparisons with higher education in other countries, especially the US and Germany. Drawing on his experience as UK Minister for Universities and Science from 2010 to 2014, the author offers a powerful account of the value of higher education and the case for more expansion. He covers controversial issues in which he was involved from access for disadvantaged students to the introduction of L9,000 fees. The final section addresses some of the big questions for the future, such as the the relationship between universities and business, especially in promoting innovation.. He argues that the two great contemporary trends of globalisation and technological innovation will both change the university significantly. This is an authoritative account of English universities setting them for the first time in their new legal and regulatory framework.

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