Examining the university: EUI at the confluence of student research, institutional critique, pedagogical community-building and technological change

2013 ◽  
Vol 6 (3) ◽  
pp. 89-100
Author(s):  
Timothy Reese Cain
Keyword(s):  
Higher Education ◽  
Technological Change ◽  
Technological Innovation ◽  
Undergraduate Research ◽  
Community Building ◽  
Institutional Critique ◽  
Special Issue ◽  
Student Research ◽  
University Of Illinois ◽  
The University

This concluding contribution to the special issue on the Ethnography of the University Initiative based at the University of Illinois locates the project at the intersections of several of the main currents in modern higher education: the push for undergraduate research, calls for critical inquiry into higher education, an interest in pedagogical communities and excitement over technological innovation. It further identifies the challenges facing EUI as it enters its second decade.

scholarly journals The Ethnography of the University Initiative: A decade of student research on the university

2013 ◽  
Vol 6 (3) ◽  
pp. 1-8 ◽  
Author(s):  
Gina Hunter ◽  
Nancy Abelmann
Keyword(s):  
Social Sciences ◽  
Faculty Members ◽  
Institutional Critique ◽  
Special Issue ◽  
Student Research ◽  
University Of Illinois ◽  
Learning And Teaching ◽  
Teaching Community ◽  
The Social ◽  
The University

Welcome to this special issue of Learning and Teaching: The International Journal of Higher Education in the Social Sciences. As guest editors, we are delighted to be able to share the experiences of the Ethnography of the University Initiative (EUI, www.eui.uiuc.edu), a multi-disciplinary course-based initiative that fosters student research on their own universities and ishoused at the University of Illinois at Urbana-Champaign (U of I). EUI is at once a pedagogical approach, a teaching community and a digital archive. EUI also works as a research agenda committed to student engagement with university practice and policy – and thus to institutional critique. In this editorial introduction, we provide an overview of EUI’s history, innovations, organisational structure and guiding values. We also introduce this issue’s authors – faculty members, an administrator and a former student – all of whom have taught with EUI and have documented here the ways in which taking the university as a research subject transformed their courses and teaching, and in some cases, their programmes and learning.

The Early Years of the Jewish Presence at the University of Illinois

1992 ◽  
Vol 2 (2) ◽  
pp. 215-245
Author(s):  
Winton U. Solberg
Keyword(s):  
Higher Education ◽  
The United States ◽  
Early Years ◽  
Late Nineteenth Century ◽  
Characteristic Form ◽  
University Of Illinois ◽  
American Higher Education ◽  
Jewish Students ◽  
The University ◽  
The Church

For over two centuries, the College was the characteristic form of higher education in the United States, and the College was closely allied to the church in a predominantly Protestant land. The university became the characteristic form of American higher education starting in the late nineteenth Century, and universities long continued to reflect the nation's Protestant culture. By about 1900, however, Catholics and Jews began to enter universities in increasing numbers. What was the experience of Jewish students in these institutions, and how did authorities respond to their appearance? These questions will be addressed in this article by focusing on the Jewish presence at the University of Illinois in the early twentieth Century. Religion, like a red thread, is interwoven throughout the entire fabric of this story.

scholarly journals 2019 Special Issue: Psychological Wellbeing and Distress in Higher Education

2019 ◽  
Vol 10 (3) ◽  
pp. i-vi
Author(s):  
Abi Brooker ◽  
Lydia Woodyatt
Keyword(s):  
Higher Education ◽  
Associate Professor ◽  
Mental Wellbeing ◽  
Psychological Wellbeing ◽  
Special Issue ◽  
The Us ◽  
Strategic Policy ◽  
Policy And Planning ◽  
The University ◽  
Support Students

Many universities around the world have now initiated wellbeing strategies that encompass psychological wellbeing. These resources can be leveraged for change to better support students. Associate Professor Lydia Woodyatt from Flinders University, Adelaide and Dr Abi Brooker from the University of Melbourne are guest editors for this very special issue which includes a collection of articles from scholars and practitioners in Australia, Canada, the US, UK and Germany addressing student (and staff) psychological wellbeing in higher education. Broadly, articles discuss the scope of  mental wellbeing and psychological distress, identify specific cohorts (including international students and refugees), profile targeted means of support (via the curriculum, the co-curriculum and strategic policy and planning initiatives) and also identify the need for ‘psychological literacy’ via leadership.

scholarly journals Networking of Educational Organizations of General and Higher Education: Infrastructure Project

2020 ◽  
Vol 79 ◽  
pp. 03015 ◽  
Author(s):  
Sergey Georgievich Vorovshchikov ◽  
Olga Andreyevna Lyubchenko ◽  
Aishat Shahmadovna Shakhmanova ◽  
Andrey Alexandrovich Marinyuk ◽  
Lhaamtseren Bold
Keyword(s):  
Higher Education ◽  
Comprehensive System ◽  
Educational Organizations ◽  
Research Culture ◽  
Student Research ◽  
University Teachers ◽  
Infrastructure Project ◽  
The University ◽  
Additional Education

The article deals with organizational details and results of the infrastructural project that has been implemented over 15 years in several Moscow schools with consulting support of a pedagogical university. The goal of the project: through the interaction of schools and the university, develop and test a comprehensive system of didactic and methodological support for the development of research culture in schoolchildren as a metasubject result. Such support has been designed as a complex intraschool didactic and methodological system that includes the priority values and goals of meta-subject education, the determination of the activity-based component of meta-subject education content, the projects of meta-subject courses, methodological recommendations on designing meta-subject lessons and organizing students’ research. This system of didactic and methodological support requires managerial assistance that ensures coordination and consistency in the work of additional education pedagogues, teachers, university teachers who consult student research.

Technologies of Governance in Context: Four Global Windows Into Neoliberalism and Audit Culture in Higher Education

2019 ◽  
Vol 26 (7) ◽  
pp. 743-747
Author(s):  
Marc Spooner
Keyword(s):  
Higher Education ◽  
The United States ◽  
Qualitative Inquiry ◽  
Special Issue ◽  
Academic Impact ◽  
University Of Illinois ◽  
Audit Culture ◽  
The United Kingdom ◽  
Canadian Perspective ◽  
Context Specific

This partial special issue of Qualitative Inquiry, titled “Technologies of Governance in Context: Four Global Windows Into Neoliberalism and Audit Culture in Higher Education,” examines various aspects of the academic impact of neoliberal technologies from four context-specific locations that include Australia, Mexico, the United Kingdom, and the United States, in addition to my own Canadian perspective in this introduction. It is based on a similarly themed plenary panel that was held in 2018 as part of the 14th Annual International Congress of Qualitative Inquiry at University of Illinois, Urbana–Champaign titled “The Politics, Places, Forms, and Effects of Accountability, Quality Assurance, and/or Excellence Frameworks in these Global Troubled Times.”

Entrepreneurship education and the role of universities in entrepreneurship

2016 ◽  
Vol 30 (3) ◽  
pp. 171-182 ◽  
Author(s):  
Todd Davey ◽  
Paul Hannon ◽  
Andy Penaluna
Keyword(s):  
Higher Education ◽  
Triple Helix ◽  
Entrepreneurship Education ◽  
Entrepreneurial Universities ◽  
Special Issue ◽  
Academic Interest ◽  
Introductory Article ◽  
Network Functions ◽  
The University

Despite the considerable political and academic interest in concepts such as the triple helix of government, business and higher education as well as entrepreneurship and entrepreneurial universities, relatively little has been written about the role of the university in developing entrepreneurship. More specifically, the questions of how the university can contribute through education, entrepreneurial support and network functions and be entrepreneurial in its endeavours have lacked academic focus and rigour, particularly in relation to fostering entrepreneurial mindsets. This introductory article therefore provides a thorough discussion of the role of the university in entrepreneurship and then summarizes the contribution to that debate of the articles in this special issue of Industry and Higher Education.

scholarly journals Editorial Future Education: Schools and Universities

2019 ◽  
Vol 6 (1) ◽  
Author(s):  
Michael P Levine ◽  
Laura D'Olimpio
Keyword(s):  
Higher Education ◽  
Educational Theory ◽  
Theory And Practice ◽  
Educational Institutions ◽  
Special Issue ◽  
Teachers And Students ◽  
The University ◽  
Future Education

While some may argue that universities are in a state of crisis, others claim that we are living in a post-university era; a time after universities. If there was a battle for the survival of the institution, it is over and done with. The buildings still stand. Students enrol and may (at times) attend lectures, though let’s be clear—most do not. But virtually nothing real remains. What some mistakenly take to be a university is, in actuality, an ‘uncanny’ spectral presence; ‘the nagging presence of an absence … a “spectralized amnesiac modernity with its delusional totalizing systems”’ (Maddern & Adey 2008, p. 292). It is the remains and remnants of the university.[1]Overstatement? Perhaps. We think many if not most administrators, at all levels, will likely dissent. So too will many if not most teachers and students. Trying to determine whether this is correct, or to what extent, by consulting polls and reading opinion pieces in various education journals and professional papers (e.g. Journal of Higher Education; The Campus Review; Chronicle of Higher Education) is likely to be of little help. In any case, it is the hypothesis (that universities and educational institutions generally are in a state of crisis), along with closely related ones, and concerns about what can be done in the circumstances, that have generated this special issue.This special issue highlights and illustrates that most of the contested issues regarding educational theory and practice central to how universities and schools should be, and how they should be run, are first and foremost questions of value rather than fact. They are questions regarding what we want, but more importantly what we should want, from our universities and schools; about what they should be and what students, teachers and administrators should be doing to facilitate this.[1]    See Cox and Levine (2016a, b) and Boaks, Cox and Levine (forthcoming).

scholarly journals A constellation to guide us

2016 ◽  
Vol 44 (4) ◽  
pp. 544-551 ◽  
Author(s):  
Christine Bombaro ◽  
Pamela Harris ◽  
Kerri Odess-Harnish
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Design Methodology ◽  
Literacy Program ◽  
Academic Librarians ◽  
University Of Illinois ◽  
Content Type ◽  
Practical Advice ◽  
The University ◽  
Practical Implications

Purpose The purpose of this paper was to ask Lisa Janicke Hinchliffe, Professor/Coordinator for Information Literacy Services and Instruction in the University Library at the University of Illinois at Urbana-Champaign, about her views regarding the Framework for Information Literacy for Higher Education. Design/methodology/approach This is an interview. Findings Hinchliffe believes that the Framework is one among many documents that academic librarians can and should use to promote information literacy. Research limitations/implications Hinchliffe contradicts the opinion that the Framework and the Information Literacy Competency Standards for Higher Education could not have co-existed. Practical implications Hinchliffe offers librarians practical advice for moving from a Standards-based to a Framework-based information literacy program. Originality/value Hinchliffe concludes that the old ways of fostering information literacy do not need to be rejected to adopt new practices.

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