Administration and Management in Institutions of Higher Education in the Kingdom SHS (Based on the Example of Universities in Belgrade and Zagreb)

2019 ◽  
Vol 14 (1-2) ◽  
pp. 72-91
Author(s):  
Dušan Bajagić
Keyword(s):  
Higher Education ◽  
Autonomous System ◽  
The Political ◽  
Institutions Of Higher Education ◽  
Ministry Of Education ◽  
Administrative System ◽  
Political Autonomy ◽  
Regional Administration ◽  
Primary Documents ◽  
The University

The method of quantitative and qualitative analysis of primary documents (laws and by-laws) made it possible to study the administration and nature of the management of institutions of higher education under the jurisdiction of the Ministry of Education. This is the University of Belgrade (BU), as well as the University (ZU) and the high schools in Zagreb. The findings of the survey confirmed that, in the context of the pluralism of legal systems that remained in the Kingdom SHS (KSHS), these two centers of higher education, each of which had special autonomous rights, were different administrative systems. BU as a whole was formed and developed in the period before WWI. At the same time, in the KSHS more attention was paid to the creation and development of individual faculties. So, BU took the form of an autonomous, integrated and self-sufficient administrative system, which independently chose its own authorities and carried out all the tasks before it. ZU consisting of three faculties had been developing for half a century in Austria-Hungary. In accordance with the territorial and political autonomy of the region, Croatia and Slavonia ZU embodied the model of territorial-functional administrative system. It was governed by the political power – the land government / regional administration, as well as the ban / regional governor. Their interrelated and interdependent authorities covered most of the cases and tasks that accompanied the work of the memory and higher schools. Within the framework of the KSHS, in just over six years, ZU, which grew out as a result of the opening of three new faculties and three higher schools, became an autonomous system of management.

Globalization and the Changing Educational Landscape: Implications for Academic Libraries, Librarians, and Library Users

2013 ◽  
Author(s):  
Jeff Lilburn
Keyword(s):  
Higher Education ◽  
Political Economy ◽  
Recent Work ◽  
Academic Libraries ◽  
The Political ◽  
Institutions Of Higher Education ◽  
Library Users ◽  
The University ◽  
The Relationship

This paper responds to recent work exploring the relationship between the political economy of globalization and institutions of higher education. It considers implications of this relationship for the library as a unit within the university and for the role librarians play as teachers helping to produce informed and active citizens.Cet article répond à des récents travaux explorant la relation entre l'économie politique de la mondialisation et les institutions d'enseignement supérieur. Seront examinées les conséquences de cette relation sur les bibliothèques en milieu universitaire ainsi que sur la tâche de formateur des bibliothécaires qui produisent des citoyens informés et actifs. 

Can-Do descriptors – Realigning English Language Curriculum at Higher Education Institution to CEFR

2020 ◽  
Vol 4 (2) ◽  
pp. 84
Author(s):  
Erda Wati Bakar
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Language Proficiency ◽  
English Language ◽  
Education Institution ◽  
Ministry Of Education ◽  
Language Curriculum ◽  
English Curriculum ◽  
The Common ◽  
The University

The Common European Framework of Reference for Language (CEFR) has become the standard used to describe and evaluate students’ command of a second or foreign language. It is an internationally acknowledged standard language proficiency framework which many countries have adopted such as China, Thailand, Japan and Taiwan. Malaysia Ministry of Education is aware and realise the need for the current English language curriculum to be validated as to reach the international standard as prescribed by the CEFR. The implementation of CEFR has begun at primary and secondary level since 2017 and now higher education institutions are urged to align their English Language Curriculum to CEFR as part of preparation in receiving students who have been taught using CEFR-aligned curriculum at schools by year 2022. This critical reflection article elucidates the meticulous processes that we have embarked on in re-aligning our English Language Curriculum to the standard and requirements of CEFR. The paper concludes with a remark that the alignment of the English curriculum at the university needs full support from the management in ensuring that all the stakeholders are fully prepared, informed and familiar with the framework.

Nine emerging student needs

2017 ◽  
Vol 25 (3) ◽  
pp. 181-189 ◽  
Author(s):  
Andrew Hines ◽  
Alexandra Whittington
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Institutions Of Higher Education ◽  
Student Life ◽  
Student Needs ◽  
Content Type ◽  
World Cafe ◽  
The Future ◽  
The University ◽  
Practical Implications

Purpose A research project exploring emerging student needs explored six aspects of student life: living, learning, working, playing, connecting and participating. Design/methodology/approach A modified version of the University of Houston’s “Framework Foresight” method was used to explore the future of six aspects of future student life. The resulting scenarios were analyzed for their implications, including the use of the World Café technique, and ultimately led to the identification of nine emerging student needs. Findings Nine specific emerging needs of future students could be used strategically by institutions of higher education to guide and inform planning and to generate innovative ideas for university offerings. Specific examples of offerings that would meet the projected future needs are recommended. Research limitations/implications In terms of research limitations, the paper is focused on the needs of students and does not purport to be an exhaustive analysis of all of the issues influencing higher education. It views the future of higher education through the lens of students and their emerging needs. Practical implications The paper is intended for educators, researchers and administrators to provide insight on how the needs of students, their key customers, are evolving. Originality/value This piece explores student life in its totality as way to more accurately identify student needs in the future.

scholarly journals Threats and vulnerabilities of the academic profession vs university personnel potential development

2020 ◽  
Vol 47 (5) ◽  
pp. 440-450
Author(s):  
Svetlana V. Lobova ◽  
Keyword(s):  
Higher Education ◽  
Academic Profession ◽  
Academic Community ◽  
Ministry Of Education ◽  
Main Research ◽  
Higher Education System ◽  
University Personnel ◽  
Scientific Periodical ◽  
Analysis And Synthesis ◽  
The University

The formation and development of the university's personnel potential is one of the conditions for joining the project to support higher education organizations announced by the Ministry of Education and Science of the Russian Federation in June 2020. The project is called the Strategic Academic Leadership Program. The fulfillment of this condition cannot be carried out without overcoming the limitations and effective responses to the challenges that are associated with the academic profession. The article is a review. Its purpose is to study threats and barriers to the development of the university’s personnel potential. It is shown that as internal threats one should consider the high stressfulness of faculty activities, violation of their personal safety and low loyalty; the barrier is the vulnerability of the academic profession. The research focuses on the current staff of Russian universities. The main research methods are analysis and synthesis of relevant scientific periodical literature. The main result of the study is the position that the presence of threats and vulnerabilities in the academic profession entails consequences that have a devastating effect not only on the personality of the teacher, the university, the academic community, but also on the higher education system as a whole, catalyze the departure of teachers from the academic profession, and prevent the preservation of and the development of the university personnel potential, ensuring the competitiveness and attractiveness of the university.

scholarly journals Academic Drift in Canadian Institutions of Higher Education: Research Mandates, Strategy, and Culture

2019 ◽  
Vol 48 (2) ◽  
pp. 92-108
Author(s):  
Lane D. Trotter ◽  
Amy Mitchell
Keyword(s):  
Higher Education ◽  
Degree Completion ◽  
Institutions Of Higher Education ◽  
Institutional Governance ◽  
Post Secondary ◽  
Academic Drift ◽  
Secondary Systems ◽  
Community Pressure ◽  
The University ◽  
Market Pressures

As with higher-education institutions around the world, British Columbia (BC) and Ontario are increasingly faced with demographic and market pressures that erode the traditional difference between the university and non-university sectors (i.e., colleges and institutes). Key components that ensure these provinces’ institutions preserve their unique roles and differentiations in a changing context, partially driven by their governments, include research mandates, transparency in institutional governance, and strategic documents that resist the academic drift created by institutional isomorphism. Both governments are actively reshaping their post-secondary systems to align with national or regional economic needs, increasing access, streamlining degree completion, and responding to community pressure to have a university or a degree-granting institution. An analysis of the enabling legislation, government policy directives, and institutional documents of both provinces shows that there is a blurring in the distinction between colleges and universities, and the costs associated with this.

Marjorie Ethel Reeves 1905–2003

2007 ◽  
Author(s):  
GILLIAN LEWIS
Keyword(s):  
Higher Education ◽  
Common Good ◽  
Advisory Council ◽  
Ministry Of Education ◽  
East Anglia ◽  
Diversity In Higher Education ◽  
Students First ◽  
Small Band ◽  
Post War ◽  
The University

Marjorie Reeves turned her attention to politics and to the education of the young in the 1930s. In 1938 she returned to Oxford as Tutor in History to the Society of Oxford Home Students. Reeves was one of the small band of scholars who kept alive the Oxford Faculty of Modern History during the Second World War, and at the same time she was actively involved in the transformation of the Society of Home Students, first into a permanent Private Hall of the University, and eventually into full collegiate status as St Anne's College. She made a valuable contribution to public policy-making in the post-war years (1947–65). Reeves was an early a member of the Schools' Broadcasting Council, and from 1947 to 1961 of the Central Advisory Council of the Ministry of Education. She sat on the 1961–4 Robbins Committee on Higher Education, which resulted in the establishment of the first post-war wave of new universities including York, Lancaster, Sussex, Essex, Warwick, East Anglia, and Kent. In 1965, Reeves published Eighteen Plus: Unity and Diversity in Higher Education, and in 1988 The Crisis in Higher Education: Competence, Delight and the Common Good.

Educational Portals

Web Portals ◽  
2011 ◽  
pp. 252-269 ◽  
Author(s):  
Marko Bajec
Keyword(s):  
Higher Education ◽  
Information System ◽  
Information Systems ◽  
Higher Education Institutions ◽  
Institutions Of Higher Education ◽  
Motivating Factors ◽  
Promising Technology ◽  
Core Components ◽  
User Centric ◽  
The University

Portal-based solutions have been proved in practice to be a promising technology that offers companies a way to transform and integrate their information systems more effectively and at lower cost. The main point of this paper is to discuss the use of portals in institutions of higher education. We examine the motivating factors that drive higher-education institutions to use portal-based solutions. As an example, we explain how the University of Ljubljana is taking advantage of portal technology and what benefits are to be expected from the use of portals as core components of the university’s new user-centric information system.

Khorasan, the Birthplace of Post-Classical Philosophy, a Land in Decline?

2021 ◽  
pp. 25-76
Author(s):  
Frank Griffel
Keyword(s):  
Higher Education ◽  
Central Asia ◽  
Twelfth Century ◽  
Political History ◽  
Political Context ◽  
The Political ◽  
Institutions Of Higher Education ◽  
History Of ◽  
Classical Philosophy

Post-classical philosophy in Islam developed during the sixth/twelfth century in the eastern Islamic lands, in Iraq, Iran, and what is today Central Asia. Tracing the conditions and circumstances of its development requires an understanding of the political context, the patterns of patronage, and institutions of higher education and of research during this era. This chapter offers an introduction to the political history of the sixth/twelfth century with a focus on the courts that offered patronage to philosophers, and it analyzes the proliferation of madrasas during this era and their role for higher education and research.

Velarde, Héctor Bergman (1898–1989)

2018 ◽  
Author(s):  
Katerine Tapia Vila
Keyword(s):  
Higher Education ◽  
Childhood And Adolescence ◽  
Full Time ◽  
Institutions Of Higher Education ◽  
Academic Texts ◽  
Vice Chancellor ◽  
The University ◽  
The City

The architect Héctor Velarde was born in Lima, Peru, on May 14, 1898. His father was a diplomat and Velarde passed his childhood and adolescence in Brazil, Switzerland, and Paris. Velarde studied in France at the École Spéciale des Travaux Publics, du bâtiment et de l’industrie graduating as an architect-engineer in 1919. In 1920 he entered the École des Beaux-Arts where he studied at the atelier of Victor Laloux, an upcoming neoclassical French architect. In 1924 Velarde returned to Lima, and from then until 1927 dedicated himself to the diplomatic service, to literature and to journalism. In 1928 he resigned from the diplomatic corps and devoted himself full-time to architecture and construction, as well as to teaching at various institutions of higher education, becoming Vice Chancellor of the University of Lima. During his career as an architect he built several projects that can still be seen in the city today. A prolific writer, he produced a variety of academic texts and humorous stories. Velarde died on December 22, 1989.

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