scholarly journals iTunesU y Coursera: pedagogía universitaria 2.0 / iTunesU and Coursera: University pedagogy 2.0

2014 ◽  
Vol 9 (18) ◽  
pp. 6-8
Author(s):  
Dariel Suárez
Keyword(s):  
Higher Education ◽  
Teaching Practices ◽  
The Other ◽  
Teaching Performance ◽  
Educacion Superior ◽  
The World ◽  
The One ◽  
The University ◽  
Educational Path ◽  
Technological Platforms

Existen distintas plataformas tecnológicas útiles para enriquecer el quehacer docente en la Universidad. En este artículo se presentan dos de ellas, las cuales nos marcan el camino que está siguiendo la educación superior en el mundo estos días. iTunesU, herramienta especialmente diseñada para dispositivos de Apple y Coursera.org, abierta a cualquiera que tenga un navegador web, están abriendo camino a una educación más universal, abierta y de calidad. Las más calificadas universidades del mundo tienen presencia en estas plataformas y el número de universidades con cursos y conferencias disponibles para todos va en aumento cada día. La propuesta es que los profesores integren estos y similares recursos a sus prácticas docentes a fin de enriquecerlas.AbstractThere exist several useful technological platforms that help enhance the teaching performance in the University. In this article, the author presents two of them, which set the route that Higher Education is following in the world nowadays. They are, on the one hand, iTunesU, a tool specifically designed for Apple devices, and on the other, Coursera.org, which is available to anyone with access to a web navigator, and both are opening a new educational path, one that is more universal, open and of higher quality. These platforms are present in the best qualified universities in the world, and the number of universities that offer courses and conferences available to the open public is growing exponentially. The author proposes that teachers integrate these and other similar resources in their teaching practices as a way to enhance their results.

scholarly journals Development of the Entrepreneurial University – A Solution to Promote University and Business Cooperation

2020 ◽  
Vol 36 (3) ◽  
Author(s):  
Nguyen Xuan Phong ◽  
Vo Minh Sang
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
First Generation ◽  
Entrepreneurial University ◽  
The Other ◽  
Academic Environment ◽  
Third Generation ◽  
The World ◽  
Socio Economic Development ◽  
The One

The cooperation between universities and businesses can bring many benefits for each party as well as for the socio-economic development in general. This relationship is motivated by the needs, capacities, conditions of each entity, and the level of institution constructivism. In Vietnam, although there have been policies of encouragement, the engagement between universities and businesses is still at a limited level due to different reasons. Along with the transition of higher education in the world from first generation universities to third generation universities, with the nature of an open academic environment, with multidimensional and multi-form cooperative exchanges, the model of entrepreneuprial university, or innovation-oriented university, has become popular. This research focuses on identifying the nature and characteristics of the entrepreneuprial university and proposing the development of an entrepreneuprial university model as a solution to promote cooperation between universities and businesses. The research shows that on the one side, an entrepreneuprial university has a need to be more business-oriented in itself to narrow the basin of challenges that exists between the two stakeholders. On the other side, the entrepreneuprial university model brings more trust to business and minimizes investment risks, thus creating more attraction for business to cooperate with universities.

scholarly journals Liderazgo y procesos de mejora de la educación superior

2017 ◽  
Vol 2 (5) ◽  
Author(s):  
Fabrina Monserrate Cedeño Mendoza
Keyword(s):  
Higher Education ◽  
Educational Change ◽  
Process Improvement ◽  
The Other ◽  
Educación Superior ◽  
Educational Organizations ◽  
Educacion Superior ◽  
Effective Training ◽  
Working Together ◽  
The One

El trabajo aborda la incompatibilidad existente en el plano del liderazgo y la mejora de los profesores en los diferentes procesos  y tareas de la educación superior, que se visualiza desde diferentes ángulos. Por una parte, los modos de crear el cambio educativo y las reformas, por otro, los disímiles enfoques sobre las organizaciones educativas   convenientes con los modos de pensar, así como   las distintas ideas de la profesionalidad docente y el ejercicio de la enseñanza.  Este trabajo es parte de una investigación realizada en el Instituto Tecnológico Superior Portoviejo, Ecuador, que tuvo como objetivo proponer vías para la configuración de    centros educativos superiores como comunidades profesionales de  instrucción que puedan posibilitar el aprendizaje a través del trabajo conjunto. Para corroborar los resultados de  este, se  aplicaron encuestas a  profesores  que laboran en este nivel de enseñanza.  Mediante las deducciones  obtenidas,  se concluyó  que  la capacidad  para  mejorar  una institución de educación superior depende, de manera relevante, de equipos directivos con liderazgo que contribuyan a dinamizar, apoyar, animar los procesos sustantivos  con un buen nivel de eficacia que contribuya a la capacidad interna de mejora; lo que se precisa una eficaz formación de estos. Palabras claves: aprendizaje; cambio educativo; enseñanza; liderazgo; mejora    Leadership and process improvement of higher education  Abstract  The paper states the incompatibility therein in the field of leadership and improvement of professors in the different processes and tasks of higher education, which is viewed from different points . On the one hand, the  ways of creating educational changes  and reform, on the other, dissimilar approaches to educational organizations, convenient ways of thinking and different ideas of teacher´s  professionalism and the academic exercise as well. This work is part of research  carried  out  at the  “Instituto Tecnológico Superior  Portoviejo,  Ecuador,  which  aimed  to propose ways for setting higher schools as communities that might enable to work with the learning through working together. To corroborate the results, surveys were applied to teachers working at this level. By the deductions obtained, it was concluded that the ability to enhance an institution of higher education depends, in a relevant way of management with leadership that helps stimulate, support, encourage and   substantive processes with a good level of efficiency that supports capacity and internal improvement; for which it is required an effective training . Keywords: learning, educational change, education, leadership, improvemt

scholarly journals The Paradox of the Presidency: The Difference a President makes in Institutional Functioning at Three Community Colleges

1992 ◽  
Vol 22 (3) ◽  
pp. 28-45
Author(s):  
John S. Levin
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Community Colleges ◽  
Educational Programs ◽  
The Other ◽  
Board Members ◽  
Teaching Performance ◽  
Educational Leader ◽  
The Difference ◽  
The One

Do presidents make a difference? Presidential impact on colleges and universities has been called into question for decades. Most recently, there is evidence to suggest that institutional functioning may not be affected by who presidents are or by what presidents do (Birnbaum, 1989). Such questioning fits within the mainstream of thinking on the presidency at higher education institutions. This thinking conveys a dualism of perceptions about presidents (Benezet et al., 1981). On the one hand, presidents are seen to have both power and authority to direct their institutions; on the other hand, presidents are seen as having limited control over their institutions. Twenty-four governing board members at three Canadian community colleges were interviewed to determine whether and to what extent presidents are seen to make a difference in institutional functioning. This study concludes that from the perspective of board members, presidents do make a difference in institutional functioning. Presidential impact can be seen in public and government perceptions of the college, in institutional decision-making, and in the preservation of college philosophy. Furthermore, the president is the educational leader, not as a determiner of educational programs or teaching performance, but rather as the communicator of institutional orientations and actions.

scholarly journals Realizing the World-Class University: An Ecological Approach

2020 ◽  
pp. 269-283
Author(s):  
Ronald Barnett
Keyword(s):  
Social Institutions ◽  
The Other ◽  
Ecological Approach ◽  
Global Positioning ◽  
The World ◽  
University Presses ◽  
National Organizations ◽  
World Class ◽  
The One ◽  
The University

AbstractThe ‘world-class university’ has become a trope of two rivalrous perspectives. On the one hand, it is used by cross-national and national organizations and institutions (and their leaders) to promote global positioning and achievement. On the other hand, it is deployed as a target of critique by scholars, it being observed that the term – ‘world-class university’ – presses interests, of cognitive capitalism, institutional entrepreneurialism and hierarchy amongst universities. Much less evident in these rivalrous discourses is an attempt to derive a way of holding onto the term – ‘world-class university’ – that retains links with core values of the university itself, such as those of reason, inquiry, understanding, and learning. I wish to use my chapter to mount such an inquiry and to do so by deploying an ecological approach. The university is interconnected with the world in manifold ways, through multiple ecosystems, but those ecosystems –such as those of knowledge, learning, social institutions, persons, the economy, culture and the natural environment – are impaired. Accordingly, could it not be suggested that a ‘world-class university’ would be one that draws on its resources in advancing the wellbeing of the major ecosystems of the world? Such a university would be a university in a class-of-and-for-the-world.

scholarly journals Modelos docentes de los profesores universitarios

10.14201/3256 ◽  
2009 ◽  
Vol 19 ◽  
Author(s):  
Bernardo Gargallo López ◽  
Amparo Fernández March ◽  
Miguel Ángel Jiménez
Keyword(s):  
Higher Education ◽  
Constructivist Learning ◽  
The Other ◽  
Educación Superior ◽  
University Professors ◽  
European Higher Education Area ◽  
Teaching Models ◽  
Educacion Superior ◽  
European Higher Education ◽  
The University

RESUMEN: El objetivo fundamental de este trabajo era precisar los modelos docentes de los profesores universitarios para corroborar si se ajustaban a los requerimientos del espacio europeo de educación superior (que preconiza un modelo centrado en el aprendizaje con dominio de competencias pedagógicas). Encontramos dos modelos, uno centrado en el aprendizaje y otro centrado en la enseñanza, y otros dos modelos intermedios. Un grupo de profesores (alrededor de un 48% de la muestra de 326 profesores) se encuadraba en el modelo centrado en el aprendizaje, de corte constructivista, y se subdividía en dos grupos, uno de ellos más centrado en el aprendizaje y con más habilidades docentes. También encontramos otro grupo (alrededor del 52% de los profesores), centrado en la enseñanza y que utilizaba metodologías tradicionales. Este grupo también se subdividía en otros dos, uno más tradicional y con menos habilidades docentes que el otro. Estos resultados reclaman la atención de los gestores universitarios y el diseño de ofertas racionales de formación que ayuden a los profesores a adquirir las competencias pedagógicas necesarias.ABSTRACT: The main objective of this work was to specify the teaching models of university professors in order to find out whether they meet the requirements of the European higher education area (which upholds a learning-centred model with pedagogical competencies). We found two models, one of them learning-centred and the other one teaching-centred, with two intermediate models. A group of professors (around 48% of the sample of 326 professors) fitted with the constructivist learning-centred model, and this group was subdivided into two, one of them more learningcentred and with more teaching and assessment abilities than the other. We also found another group (around 52% of the professors), teaching-centred and which used traditional methodologies. This group was also subdivided into two, one of them more traditional and with less teaching and assessment abilities than the other. These results demand the attention of the university managers and also the design of rational offers of training that help the professors to acquire the necessary pedagogical competencies.SOMMAIRE: L'objectif fondamental de ce travail était de préciser les modèles d'enseignement des professeurs universitaires pour corroborer s'ils étaient adaptés ou pas aux exigences de l'espace européen d'éducation supérieur (qui préconise un modèle centré sur l'apprentissage avec la maîtrise de compétences pédagogiques). Quatre modèles ont été trouvés. L'un est centré sur l'apprentissage, l'autre sur l'enseignement, avec deux modèles intermédiaires. Un groupe de professeurs (autour de 48% d'un échantillon de 326 professeurs) était encadré dans le modèle centré sur l'apprentissage, de type constructiviste et subdivisé en deux sous-groupes, l'un plus centré sur l'apprentissage et possédant des habilités d'enseignement et d'évaluation plus poussées que l'autre. Un autre groupe devprofesseurs a été trouvé (environ 52% de l'échantillon), centré sur l'enseignement et utilisant des méthodologies traditionnelles. Ce groupe était aussi subdivisé en deux sous-groupes, l'un plus traditionnel et avec moins d'habilités d'enseignement que l'autre. Les dirigeants universitaires devraient tenir compte de ces résultats et l'offre rationnelle de formation des professeurs devrait viser l'acquisition de ces compétences pédagogiques nécessaires.

scholarly journals Crossing the “Theory-practice Divide”: Learning to Be(come) a Teacher

2012 ◽  
Vol 2 (2) ◽  
Author(s):  
Sarah Gravett
Keyword(s):  
Teacher Education ◽  
Theory And Practice ◽  
The Other ◽  
Philosophical Question ◽  
Common View ◽  
Theory To Practice ◽  
The World ◽  
Apply Theory ◽  
The One ◽  
The University

A common view of theory and practice as domains is that it is difficult, if not impossible, to traverse the epistemological chasm between them. After all, theories are ways of organising our world abstractly in ideas and concepts. Practice is the world that we inhabit empirically. It is a tangible world that we can see, feel, act on, act in, and so on. So, how can one even begin to argue that these apparently disparate worlds can be unified or that they are in the first instance not separate at all? My stance on this is that we, the educators of teachers, are party to the separation. In fact, we teach students that they should ‘apply’ theory to practice. Working with our own struggle at the university where I am based, I will argue that there may be ways of opening the borders between what is, on the one hand a philosophical question, and on the other, a purely empirical question. How do we teach and how do we teach the doing of teaching? My argument explores one way we might begin to restore; to whatever extent this is possible, the unity of theory and practice in teacher education.

scholarly journals Po mochlos – prolegomena do możliwych jeszcze rozważań o kondycji uniwersytetu

2020 ◽  
Vol 49 ◽  
Author(s):  
Marek Chojnacki ◽  
Magdalena Żardecka
Keyword(s):  
The Other ◽  
Men And Women ◽  
The Past ◽  
The World ◽  
The One ◽  
The University

The text tackles the problem of the condition of university, in a world blindly believing that the only possible worth measure is economic in nature and, in the name of this belief, setting in motion a ruthless bureaucratic machinery that throttles all kinds of creativity and nips in the bud all nonstandard actions and creations. The world apparently is “out of joint”, and things are taking an unexpected turn. University is one of the victims, but also one of active accomplices of this despicable situation. How to speak about the university to those who are exclusively in business of calculating balance of profits and losses? How to speak about it after deconstruction, when all great ideas have been already repeatedly and manifoldly dismounted and discredited? How to speak about it, when the university’s men and women have discredited themselves repeatedly as well, oscillating between libido sciendi and libido dominandi? Trying to solve this puzzle, we are following in the footsteps of Derrida, who in his texts about university makes appeal to Kant, and inspired by his invention, we set in motion two opposite traditions, represented by Lyotard, Bourdieu, Bauman and Readings on the one hand, and by Humboldt, Schleiermacher and Jaspers on the other. With Derrida, we make noises about the return of the ideas of truth, of the light of reason, of the autonomy of university. It is, however, a return of the specters of the past, in alignment with Derrida’s hauntology. Humanists are people of academia who see these specters, but at the same time are already specters themselves – even if they still show up here and there, they are almost insignificant. They are onlyallowed to contemplate their negligibility and to confess their habitual helplessness. University always had to defend itself, and it does defend itself today.

Women Working as Casual Academics: A Marginalised Group

1998 ◽  
Vol 4 (2) ◽  
pp. 10-17 ◽  
Author(s):  
Penny Bassett ◽  
Helen Marshall
Keyword(s):  
Higher Education ◽  
The Other ◽  
Quality Of Education ◽  
Temporary Employees ◽  
University Culture ◽  
Permanent Staff ◽  
The One ◽  
Academic Workforce ◽  
The University

AbstractOrganisations are becoming increasingly flexible in staffing, often using a small core of permanent staff and a peripheral contingent of contract, casual and temporary employees. Recent Australian and overseas studies suggest that this is also true in the higher education sector, with a casualisation of the academic workforce, particularly in the lecturer and below range. This is creating a large group of marginalised academics, the majority of whom are women. Such academics' opportunities may be limited because of the values implicit in the university culture. The possibility of a model of permanent academics on the one hand and a ‘casual’ underclass on the other has the potential to cause significant problems and to affect the quality of education provided.

The University of Leiden-an Eclectic Institution

2001 ◽  
Vol 6 (4) ◽  
pp. 324-333 ◽  
Author(s):  
Willem Otterspeer
Keyword(s):  
Higher Education ◽  
The Other ◽  
Late Medieval ◽  
University Of Leiden ◽  
Cultural Elite ◽  
The Arts ◽  
The One ◽  
High Level ◽  
The University ◽  
Political Turmoil

AbstractLeiden University was founded in 1575, not only in the midst of great political turmoil, but also in a time that experimented intensely with new forms of higher education. In due course Leiden was to choose an eclectic attitude, remaining loyal on the one hand to late medieval, scholastic traditions, but on the other hand emancipating the arts faculty in agreement with humanist ideas. The thesis this article wants to examine is that the curriculum of Leiden University during the first 75 years of its existence was characterised by a high level of pre-university, Latin schooling, and, linked up with this, a differentiation and specialisation of the arts faculty. These developments, however, had social rather than scientific goals. The arts courses did not prepare the way for a well-defined profession, but served as an initiation into a cultural élite.

scholarly journals Health as one of the most important factors of the university educational process

KANT ◽  
2020 ◽  
Vol 35 (2) ◽  
pp. 317-321
Author(s):  
Nina Speranskaya ◽  
Olga Iatcevich
Keyword(s):  
Higher Education ◽  
Social Institutions ◽  
Educational Process ◽  
The Other ◽  
Educational Institutions ◽  
Negative Consequences ◽  
Joint Activities ◽  
Rapid Spread ◽  
The One ◽  
The University

The relevance of this article is determined by the acceleration of modern migration processes, which on the one hand, have positive aspects (close business cooperation, educational exchanges, etc.), and on the other hand, negative consequences, expressed in the extremely rapid spread of very dangerous diseases (for example, the current situation with coronavirus strains), which causes the necessity not only for joint activities of medical and social institutions for the prevention of epidemics, but also for educational institutions, it allows to activate subjective factors through education of an individual's social responsibility, his conscious attitude to his own health. The authors investigate the phenomenon of health as a key component of higher education.

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