scholarly journals Examining the Issues of Gender and Indigenous Knowledge in English Education Semester Courses

2020 ◽  
Vol 5 (2) ◽  
pp. 117-127
Author(s):  
Mohan Singh Saud
Keyword(s):  
Higher Education ◽  
Cultural Capital ◽  
Indigenous Knowledge ◽  
English Education ◽  
Assessment System ◽  
Pedagogical Practices ◽  
Course Content ◽  
Classroom Ecology ◽  
The World ◽  
Indigenous Perspective

Gender and indigenous knowledge are the contemporary cross-cutting issues to be addressed in the mainstream curriculum for enhancing inclusion and equity in higher education along with the recognition, preservation and promotion of indigenous knowledge. The issues of gender and IK are the cross-cutting subjects to be addressed in the contemporary educational discourses around the world including Nepal. Taking these issues into considering, this study critically examined and analysed the issues of addressing gender and integrating IK into the M.Ed. English courses of Tribhuvan University (TU), Nepal, along with the pedagogical practices, assessment and research. Framing on indigenous perspective with social justice, cultural capital, classroom ecology and linguicism as the theoretical lenses, this study applied qualitative study of contents analysis and an open-ended questionnaire with the teachers from TU. The study found that the course content is not much inclusive in terms of gender and indigenous knowledge. However, pedagogical practices, assessment system and research are gender and indigenous friendly as responded by the participants. Its implication is that the M.Ed. English courses of Nepal’s TU needs to address the issues of gender and indigenous knowledge for equity, inclusion and recognition of indigenous knowledge for the glocal context. 

The Scholarship of the Black Academy

2020 ◽  
pp. 179-197
Author(s):  
Mark Rose
Keyword(s):  
Higher Education ◽  
Indigenous Knowledge ◽  
Historical Context ◽  
Research Paradigm ◽  
Dark Ages ◽  
Indigenous Perspective

In this chapter, priorities of the Black Academy are compared with Boyer's priorities of the professoriate. Understandings of Indigenous knowledge and the roles of the Black Academy are set in an historical context. From the colonial occupation to the 1980s, the “Dark Ages for Indigenous Knowledge,” engagement in Western knowledge was rare. Today, the Black Academy makes a range of contributions to higher education, providing: an Indigenous perspective; an oppositional approach; integrative Indigenous knowledge; contemporary Indigenous knowledge; and pure Indigenous knowledge. These contributions include elements of the scholarships of integration, of application, and of discovery, but pure Indigenous knowledge also involves conservation of knowledge and the role of community in its maintenance, which might be styled a scholarship of preservation; quite the opposite of Boyer's scholarship of discovery. Reflecting on the research paradigm involved, emerging contributions of the Black Academy represent a supercomplex renaissance.

The Context, Design, and Impact of System-Wide Assessments to Enhance Effectiveness in the Higher Colleges of Technology of the United Arab Emirates

2012 ◽  
Vol 2 (3) ◽  
pp. 1-20
Author(s):  
Marshall “Mark” Drummond ◽  
Matthew A. Robby
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
United Arab Emirates ◽  
Lessons Learned ◽  
Higher Learning ◽  
Assessment System ◽  
Institutions Of Higher Learning ◽  
Colleges Of Technology ◽  
The World ◽  
Effective Assessment

This paper examines the use of System-wide Assessments, an innovative initiative to enhance the accountability, quality, and effectiveness within the Higher Colleges of Technology of the United Arab Emirates. The authors review the historic and contemporary influences on college/university assessments and the key forces or factors which have shaped development and need of Outcome Assessments. The paper summarizes the literature on the best practices for assessment and promoting changes. The paper describes the objectives, structures, and processes involved with random use of System-wide Assessments among the 17 Federal colleges. A survey of 80 Deans and Chairs reports the perceptions and ratings of the process and impact of System-wide assessments. The lessons learned are described and inform recommendations for key components of an effective assessment system to promote accountability and improvement in higher education. Findings have significance for leaders of institutions of higher learning throughout the Middle East and the world.

scholarly journals A Phenomenographic Research Study of Students’ Conceptions of Mobile Learning: An Example From Higher Education

SAGE Open ◽  
2019 ◽  
Vol 9 (3) ◽  
pp. 215824401986145 ◽  
Author(s):  
Md. Shahadat Hossain Khan ◽  
Benadjih Oiriddine Abdou ◽  
Jaana Kettunen ◽  
Sue Gregory
Keyword(s):  
Higher Education ◽  
Mobile Devices ◽  
Mobile Learning ◽  
Research Study ◽  
Developed Countries ◽  
Pedagogical Practices ◽  
Structured Interviews ◽  
Effective Learning ◽  
The World ◽  
New Ideas

This article aims to identify different ways of using mobile devices in students’ learning in higher education. This qualitative research presents the findings from a phenomenographic research of students’ conceptions of mobile learning (m-learning) in higher education. A cohort of 16 students from four universities of Bangladesh took part in semi-structured interviews to explore their in-depth understandings and experiences of m-learning. The findings indicate that university students perceived five qualitatively different ways of using mobile devices in their learning: a medium for communication; a medium for management of learning materials; a tool for effective learning; a means for collaborative learning; and a means for development of new ideas. The findings of this research demonstrate students’ pedagogical understanding of using mobile devices in higher education. The outcomes of this research could play a crucial role in informing students on how they can use their mobile devices for learning purposes and providing educators with empirical evidence on students’ pedagogical practices of using mobile devices in other developing and more developed countries in the world.

scholarly journals ОЦЕНКА «КАЧЕСТВА ОБРАЗОВАНИЯ» В ВЫСШИХ УЧЕБНЫХ ЗАВЕДЕНИЯХ (НА ПРИМЕРЕ БАТУМСКОЙ ГОСУДАРСТВЕННОЙ МОРСКОЙ АКАДЕМИИ)

2019 ◽  
pp. 31-35
Author(s):  
Диасамидзе Мзия ◽  
Такидзе Ирма
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
World Market ◽  
Educational Process ◽  
Assessment System ◽  
Quality Of Education ◽  
Sociological Research ◽  
Quality Of Higher Education ◽  
The World

The article addresses the problem of higher education - improving the quality of graduates' professional training, provides a brief analysis of research results, Recommendations on how to use the results “Quality of education” is a complex characteristic of education, the task of which is to train specialists who are competitive in the world market. It is impossible to develop a single, scientifically based system of indicators for the quality of student training, since the education system is different in all countries of the World, moreover, a different system of training students, which is one of the influencing factors on the quality of Higher Education. It is necessary to take into account the specifics of the university.One of the elements of the quality assessment system is monitoring, which is considered to be a comprehensive system for diagnosing the quantitative and qualitative characteristics of the effectiveness of an educational system. The assessment of the quality of education should be formed as a cumulative indicator of all the qualities that influence the educational process. During the work we used the results of sociological research of the subjects of the educational process: students, teachers, monitoring of the educational process (academic performance of students).

How Relevant is the Marketing Curriculum to Today's Market

2015 ◽  
Vol 5 (1) ◽  
pp. 29-35
Author(s):  
Hemant Kassean ◽  
Mridula Gungaphul
Keyword(s):  
Higher Education ◽  
Global Marketing ◽  
Non Profit ◽  
Course Content ◽  
Content Relevance ◽  
The World ◽  
Formed Part ◽  
Educational Market ◽  
Computer Labs

Higher Education Institutions (HEIs) operate in an environment that combine characteristics from both business and non-profit sectors and have to possess and operate a bundle of skills and resources to implement strategies adapted to educational market conditions. How does an HEI ensure that its curriculum keeps pace with these changes? The purpose of this paper is to examine the weaknesses of the current undergraduate marketing curriculum offered by the HEI and propose a curriculum that reflects the requirements of today's market which is also in line with the global marketing curricula. A list of criteria was drawn for the evaluation of the BSc (Hons) undergraduate marketing curriculum. Perspectives from three cohorts of marketing students, employers, lecturers and experts in the field were gathered over a period of 3 weeks. Students expressed concerns about the number of non - marketing modules which formed part of the curriculum. Lack of resources and classrooms with 120 students for common modules were found to be not conducive for their learning. There was a lack of space for computer labs and access to internet was limited and very slow for their research assignments. The stakeholders evaluation in relation to course content, relevance, lecturers' characteristics and attitude, assignments, resources/facilities provided to the marketing students, employment prospects, leadership issues the powerful role of higher education in economic development are discussed. This revamped curriculum has attempted to balance the critical requirements of the curriculum from three angles: Firstly, with increased globalisation, this modern curriculum is in line with evolution in marketing and is expected to adequately prepare the students as practitioners in a global environment. Secondly, the aspirations of students have been taken into account so as to make the curriculum more relevant to their needs, and finally the requirements from the industry in terms of knowledge, skills and competences have been incorporated so that the students are better prepared to face the world of work once they have graduated. Although great care has been taken to ensure that the curriculum is modernised in line with the needs of employers and employees, marketing being such a dynamic area, it is difficult to predict for how long this revamped curriculum will remain relevant and when this should ideally be revamped again, an exercise which is currently undertaken every 4-6 years.

scholarly journals Predicting Academic Staffs Behaviour Intention and Actual Use of Blended Learning in Higher Education: Model Development and Validation

2021 ◽  
Author(s):  
Bokolo Anthony ◽  
Adzhar Kamaludin ◽  
Awanis Romli
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Content Knowledge ◽  
Behavioral Intention ◽  
Technology Use ◽  
Group Analysis ◽  
Pedagogical Practices ◽  
Intention To Use ◽  
Course Content ◽  
Actual Use

AbstractBlended Learning (BL) has been implemented by lecturers in higher educations for promoting effective pedagogical practices. However, intention to use and actual usage of BL by lecturers in higher education seems to be a major setback for successful BL implementation. Therefore, this study developed a model to examine the factors that influences lecturers’ behavioral intention and actual use of BL based on the Unified Theory of Acceptance and Use of Technology and Technological, Pedagogical and Content Knowledge model. Accordingly, survey questionnaire was employed to collect data from 544 academic staffs across universities, colleges, and polytechnics. Results indicate that performance expectancy, effort expectancy, and social influence significantly impact lecturers’ behavioral intention to use BL for teaching. Additionally, results confirm that facilitating condition positively influence actual BL usage. Likewise, technological, pedagogical, and content knowledge initiatives employed by lecturers in teaching positively influences actual BL usage. Results from multi-group analysis indicate that gender, age, experience, and voluntariness of use do not predict the behaviour of lecturers to use BL. Also, this study provides insights as to how higher education can enhance lecturers’ usage of BL to improve teaching effectiveness. This study provides a better understanding of lecturers’ views of knowledge in relation to course content, pedagogy, and technology use in improving teaching. The developed model can significantly be used by academic staffs to monitor and improve their current BL activities in measuring their knowledge about teaching regarding teaching improvement. Practically, lecturers can adopt the developed model to improve teaching pedagogies and course content.

The Black Academy

2020 ◽  
pp. 389-406
Author(s):  
Mark Rose
Keyword(s):  
Higher Education ◽  
Indigenous Knowledge ◽  
Torres Strait Islander ◽  
Research Paradigm ◽  
Indigenous Culture ◽  
Torres Strait Islander People ◽  
Terra Nullius ◽  
Dark Ages ◽  
Indigenous Perspective ◽  
Torres Strait

The continent nominated by Westerners “Terra Australis Incognita” was land occupied for tens of thousands of years; home to peoples whose surviving descendants, the Aboriginal and Torres Strait Islander people, could claim to have sustained the world's oldest culture. The colonists occupying the territory, however, declared it “terra nullius,” a land with no recognized claim. The colonial attitude to Indigenous culture was similar, treating it as “Intellectual nullius.” From the colonial occupation to the 1980s became the “Dark Ages for Indigenous Knowledge,” in which the trans-generational capability, engaged in Western knowledge, was rare. In this chapter, this history is revisited on a path to current contributions of the Black Academy to higher education. These are advanced here as: an Indigenous perspective; an oppositional approach; integrative Indigenous knowledge; contemporary Indigenous knowledge; and pure Indigenous knowledge. Reflecting on the research paradigm involved, emerging contributions of the Black Academy represent a supercomplex renaissance.

Pedagogy and the New Literacies in Higher Education

2014 ◽  
pp. 792-805
Author(s):  
Carol A. Brown
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Situated Learning ◽  
New Literacies ◽  
Pedagogical Practices ◽  
Digital Tools ◽  
Digital Resources ◽  
Electronic Textbooks ◽  
Course Content ◽  
Collaborative Spaces

Having the ability to understand and use digital technology is an important skill needed for the 21st century workforce (Goodfellow, 2011). In higher education, Web 2.0 and other collaborative resources impact pedagogy, research methodology, and relationships with colleagues and students. Creative use of digital resources enhances traditional instructional methods such as inquiry-based learning, situated learning, and collaborative project-based learning. Generative learning theory is applied through organizational, integrative, and elaborative strategies, which are supported through a variety of digital tools all within a constructivist environment. Digital resources are best applied using 1) collaborative spaces in cloud computing, 2) digital tools for engaged learning, 3) presentation software for course content, and 4) access to electronic textbooks. Pedagogical decisions associated with use of these tools are an important part of the new literacies for 21st century learning. The relationship between digital resources and pedagogical practices in higher education are explored in this chapter.

Designing and implementing virtual exchange – a collection of case studies

2020 ◽  
Keyword(s):  
Higher Education ◽  
Young People ◽  
Case Studies ◽  
Mediterranean Region ◽  
Formal Education ◽  
Real Life ◽  
Pedagogical Practices ◽  
Youth Work ◽  
The South ◽  
The World

Virtual exchange is gaining popularity in formal and non-formal education, partly as a means to internationalise the curriculum, and also to offer more sustainable and inclusive international and intercultural experiences to young people around the world. This volume brings together 19 case studies (17 in higher education and two in youth work) of virtual exchange projects in Europe and the South Mediterranean region. They span across a range of disciplines, from STEM to business, tourism, and languages, and are presented as real-life pedagogical practices that can be of interest to educators looking for ideas and inspiration.

scholarly journals Evaluation of the “Quality of Education” in higher educational institutions (on the example of the Batumi State Maritime Academy)

2019 ◽  
Vol 31 (1) ◽  
pp. 54-57
Author(s):  
M. Diasamidze ◽  
Ts. Gvindjhilia ◽  
Ia. Motskobili ◽  
I. Takidze
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
World Market ◽  
Educational Process ◽  
Assessment System ◽  
Quality Of Education ◽  
Sociological Research ◽  
Quality Of Higher Education ◽  
The World

The article addresses the problem of higher education - improving the quality of graduates' professional training, provides a brief analysis of research results, Recommendations on how to use the results “Quality of education” is a complex characteristic of education, the task of which is to train specialists who are competitive in the world market. It is impossible to develop a single, scientifically based system of indicators for the quality of student training, since the education system is different in all countries of the World, moreover, a different system of training students, which is one of the influencing factors on the quality of Higher Education. It is necessary to take into account the specifics of the university. One of the elements of the quality assessment system is monitoring, which is considered to be a comprehensive system for diagnosing the quantitative and qualitative characteristics of the effectiveness of an educational system. The assessment of the quality of education should be formed as a cumulative indicator of all the qualities that influence the educational process. During the work we used the results of sociological research of the subjects of the educational process: students, teachers, monitoring of the educational process (academic performance of students).

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