scholarly journals Gender Role Attitudes among Higher Education Students in a Borderland Central-Eastern European Region called ‘Partium’

2014 ◽  
Vol 4 (2) ◽  
pp. 49-70
Author(s):  
Hajnalka Fényes
Keyword(s):  
Higher Education ◽  
Gender Roles ◽  
Tertiary Education ◽  
Social Background ◽  
Policy Implications ◽  
European Region ◽  
Eastern European ◽  
Education Students ◽  
Central Eastern ◽  
The Impact

In this paper, we examine the attitudes towards gender roles among higher education students in a borderland Central-Eastern European region. We used the database of ‘The Impact of Tertiary Education on Regional Development’ project (N=602, 2010). We intend to determine what kind of attitudes towards gender roles the students identify themselves with, whataffects these attitudes (gender, faculty type, social background of students, locality type, religiosity), and finally what kind of educational policy implications could be relevant concerning our findings. We have used cluster analysis and a logistic regression model, and formulated several hypotheses that were controlled by these methods. Our results show that there are a large number of students who belong to the more traditional attitude cluster in this region, but women more frequently identify themselves with modern gender roles than men do. The faculty-type effect has only been partly detected. We have found that with ‘male-dominated’ majors, both women and men identify themselves with more traditional attitudes and that with ‘female-dominated’ majors all students have more modern  attitudes. The effect of social background is contradictory. Those whose parents had larger numbers of books had increased modern attitudes, but the factor ‘regular financial problems in the family’ also increased it. Our next result is that students who live in villages are not more traditional than others, because they live in cities during their studies. Our final result is that churchly religious students think more traditionally regarding gender roles than others do, but those who are religious in their own way do not.

scholarly journals Gender Inequalities in Higher Education. Evidence from the “Partium” Region

2012 ◽  
Vol 3 (1) ◽  
pp. 3-34
Author(s):  
Hajnalka Fényes
Keyword(s):  
Higher Education ◽  
Cultural Capital ◽  
Empirical Research ◽  
Social Mobility ◽  
Tertiary Education ◽  
European Region ◽  
Gender Inequalities ◽  
Eastern European ◽  
Vertical Segregation ◽  
Two Stages

In this paper, the vertical segregation in tertiary education is investigated by gender (the percentage of boys and girls in Bachelor’s and Master’s training is compared) first. Then the differences in social mobility are examined by gender in higher education. Finally, the acquired cultural capital of students is compared by gender. The research is based on new quantitative empirical research in a borderland Central - Eastern - European region, called “Partium”. Our results show that the vertical segregation at the two stages of tertiary education can not be detected, and the advantage of girls in participation is even larger in Master’s training than in Bachelor’s training in the “Partium” region. Furthermore, girls’ social mobility is higher at both stages of the training (but in Master’s training their advantage is slightly smaller). Finally, the girls’ acquired cultural capital is superior to the boys’ in accordance with the literature (but boys are in the lead in using ICT). Overall, our results show that boys are in a disadvantageous situation in tertiary education concerning several aspects.

scholarly journals Eduards Volters and the Institutionalization of Book Science in the Early 20th Century

Knygotyra ◽  
2020 ◽  
Vol 73 ◽  
pp. 230-263
Author(s):  
Aušra Navickienė
Keyword(s):  
Higher Education ◽  
20Th Century ◽  
Higher Education Institutions ◽  
Social Aspects ◽  
European Region ◽  
Early 20Th Century ◽  
Russian Society ◽  
Eastern European ◽  
The Social ◽  
History Of

Eduardas Volteris (1856‒1941) is one of the first book theorists in the Eastern European region and developer of the most important memory and higher education institutions of independent Lithuania. This article analyzes the early 20th c. phenomenon of the institutionalization of book science. It attempts to answer the question of how Eduardas Volteris contributed to establishing the very first Eastern European societies of book researchers, to consolidating the sciences of bibliography, bibliology and book science within the realm of academia, and to professionalising of book scholarship. The sources for examination of the social aspects of book science are: documents belonging to the Russian Society of Bibliology, which was active in St. Petersburg in 1899–1931, materials in scholarly serial publications on book science of the early 20th c., theoretical papers published by E. Volteris, and the results of the historical studies on the history of European book science.

Using Social Media to Facilitate Instruction and Increase Marketing in Global Higher Education

2018 ◽  
pp. 226-245 ◽  
Author(s):  
Michael D. Richardson ◽  
Sarah G. Brinson ◽  
Pamela A. Lemoine
Keyword(s):  
Higher Education ◽  
Social Media ◽  
Media Use ◽  
Higher Education Institutions ◽  
Education Students ◽  
Technology Proficiency ◽  
Technological Revolution ◽  
Marketing Social ◽  
Higher Education Instruction ◽  
The Impact

The technological revolution of the past two decades has changed global higher education, particularly with the impact of social media. There are two primary functions of social media in higher education: instruction and marketing. Social media offers higher education students an array of options to socialize, network, stay informed, and connected, but technology proficiency may not be the same for instructors. As social media use by students becomes more established, educators in higher education pursue methods to parlay expertise in instruction into increased opportunities to advertise and market higher education institutions. Social media's impact of instruction in higher education is undeniable. The next major focus is on social media as a robust recruiting instrument to increase enrollment in global higher education.

Work‐life balancing strategies used by women managers in British “modern” universities

2007 ◽  
Vol 26 (1) ◽  
pp. 6-17 ◽  
Author(s):  
Diana Woodward
Keyword(s):  
Higher Education ◽  
Role Models ◽  
Women Managers ◽  
Working Hours ◽  
Work Life ◽  
Policy Implications ◽  
Content Type ◽  
Integrate Work ◽  
The Uk ◽  
The Impact

PurposeThe “work‐life balance” literature is mainly concerned with the provision and up‐take of flexible employment patterns. The purpose of this qualitative study of women managers' coping strategies for reconciling work with their other roles and responsibilities is to provide a complementary perspective.Design/methodology/approachSemi‐structured extended interviews were carried out with 16 women managers of academic or “support” departments in eight UK post‐1992 universities, about their working practices and how they sought to integrate work with other parts of their lives.FindingsThese women reported high workloads, requiring long working hours, which consumed time and energy otherwise available for other relationships and commitments and their own leisure. Various strategies were adopted to manage the situation, including establishing rigid boundaries between work and non‐work, and shifting these boundaries in favour of work when necessary. Temporal, spatial and symbolic distinctions were used to contain work. Women without dependent children were more likely to be able to redefine boundaries when necessary to favour work.Research limitations/implicationsAs a small and possibly unrepresentative sample of UK women managers in higher education, the study could usefully be extended through comparisons with male peers, and with women managers in other sectors. (It is the preliminary phase of a comparative study of women employed in universities in the UK and Japan.) However, the findings broadly replicate other studies.Practical implicationsThere are policy implications for universities, which need feedback from staff about the impact of equal opportunities initiatives to inform further progress.Originality/valueThis study provides qualitative information on women working in non‐traditional key posts in higher education, who are well‐placed to challenge organisational cultures and act as role models.

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