scholarly journals PARTICIPATION OF MUSLIM MALE STUDENTS OF MATALE EDUCATION ZONE IN HIGHER EDUCATION

2020 ◽  
pp. 17-32
Author(s):  
M.R.F. Fareedha ◽  
Fareed Mohamed Nawastheen
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Male Student ◽  
University Education ◽  
Male Students ◽  
Willingness To Participate ◽  
Muslim Community ◽  
Advanced Level ◽  
The Status ◽  
Participation In Higher Education

Participation in higher education is a significant indicator of development of a society. It is continuously reported that the level of participation of the Muslim community in higher education, especially among male students, is lower than that in other communities in Sri Lanka. A comparison of the involvement of the Muslim community in Sri Lankan university education based on gender shows that male students’ university entrance rate is lower than that of female students. The main purpose of this study was to explore the level of Muslim male students’ participation in higher education. To achieve this purpose, the following objectives were formulated: to identify the status of Muslim male students’ participation in higher education, to examine the perception of Muslim male students on pursuing higher education and to find out the reasons for their low level of participation. The study was conducted as a survey and data were analyzed quantitatively. The sample for the study was selected from the Advanced Level classes of four schools in Matale Education Zone. A total of 56 out 552 students, 28 out of 49 teachers and 29 parents from these four schools were selected as the sample. It was found that willingness to participate in higher education among male students was at a minimal level. About 63% of male students in Advance Level classes wanted to complete their studies and seek job opportunities after their Advanced Level Examination instead of engaging in tertiary education. It was also found that there was a lack of awareness about the opportunities for tertiary education among these students. Therefore, it is suggested that conducting awareness programs on the importance of and avenues available to participate in tertiary education to the students would help to increase Muslim male student participation in higher education.

Fostering Critical Thinking Skills in European and Asian Higher Education Institutions

2021 ◽  
pp. 138-150
Author(s):  
Svetlana Antonova ◽  
Tatyana Pletyago ◽  
Anna Ostapenko
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Classroom Environment ◽  
Tertiary Education ◽  
Thinking Skills ◽  
Critical Thinking Skills ◽  
University Education ◽  
Modern World ◽  
Sufficient Information ◽  
Professional Activities

There is a demand for transformation in higher education. Undergraduates need to be taught critical thinking, an essential skill that should be central to the mission of all educational institutions. Critical thinking is a key focus of academic interest among researchers in the field of pedagogy and methodology. Despite this, there is still a lack of sufficient information on approaches, methods, techniques, and means of incorporating critical thinking skills in the classroom environment at the tertiary education level. The purpose of this paper is to provide a comprehensive review of the hands-on experiences of some European and Asian universities in promoting critical thinking education using a range of academic models. The review shows that critical thinking has already been integrated into many major tertiary education programmes in both European and Asian universities. Further, majority of the academic models implemented are transferable and flexible. The results confirm that in terms of content, methods, and technologies, university education is focusing on cultivating the higher order skills necessary for innovative professional activities in modern world.

Comparing Engineering Education Systems Among USA, EU, Philippines and South Africa

2013 ◽  
Author(s):  
Anabela C. Alves ◽  
Franz-Josef Kahlen ◽  
Shannon Flumerfelt ◽  
Anna Bella Siriban Manalang
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Engineering Education ◽  
Tertiary Education ◽  
Global Market ◽  
Project Based Learning ◽  
University Education ◽  
Engineering Practice ◽  
Solid Core ◽  
Education Systems

Globalization has permeated our personal and professional lives and careers over the past two decades, to a point where communication, product development, and service delivery now are globally distributed. This means that the globalization of engineering practice is in effect. Large corporations tap into the global market for recruitment of engineers. However, the education of engineers occurs within the context of individual Higher Education Institutions. Engineers are educated with varying pacing and scoping of higher education programming with varying methods and pedagogy of higher education teaching. The expectations for engineering practice normed from the corporate side within the engineering marketplace, therefore, often do not match the widely dispersed educational experiences and outcomes of engineering education delivery. This gap brings challenges for all stakeholders, employers, higher education and the engineering graduate. But particularly, university education systems which traditionally are slow to respond to shifting market trends and demands, are expected to realign and restructure to answer this shortfall. A response to this shortfall has been prepared independently in different regions and countries. This paper discusses the response from Europe, USA, South Africa and Philippines. The European Commission started building a European Higher Education Area (EHEA) with the intention of promoting the mobility and the free movement of students and teachers in European tertiary education. US universities are introducing a design spine and strengthening students’ systems thinking and problem solving competencies. Philippines is trying to be aligned with ABET system from US. South Africa universities are evolving to a solid core undergraduate engineering curriculum with a limited set of electives available to students which include project-based learning. This is intended to address the education-workplace gap as well. This theoretical paper will provide a comparison study of the differences between the Engineering Education in USA, EU, Philippines and South Africa. The authors will compare current trends and initiatives, aimed at improving the readiness and competitiveness of regional engineering graduates in the workplace. Given that several worthwhile initiatives are underway, it is possible that these initiatives will remain as disparate responses to the need for the globalization of engineering education. Lean performance management systems are widely used in engineering practice internationally and represent one possible rallying concept for the globalization of engineering education in order to address the education-workplace gap. Therefore, this paper examines whether the introduction of a Lean Engineering Education philosophy is a worthwhile global curricular innovation for engineering courses.

scholarly journals Student challenges and learning strategies at Hong Kong EMI universities

PLoS ONE ◽  
2021 ◽  
Vol 16 (5) ◽  
pp. e0251564
Author(s):  
Jack Pun ◽  
Xina Jin
Keyword(s):  
Higher Education ◽  
Hong Kong ◽  
Learning Strategies ◽  
Tertiary Education ◽  
First Language ◽  
Male Students ◽  
First Year ◽  
Knowledge Application ◽  
Academic Challenges ◽  
Learning Challenges

The rapid trend towards globalization has led to the expansion of English as Medium of Instruction (EMI) in tertiary education. The academic challenges faced by non-native speakers have been broadly discussed in Anglophone countries, whilst those learning through EMI in the Chinese context are still underexplored. To examine Chinese EMI university students’ perceived language challenges in learning, as well as their language-related learning strategies, this study investigated 73 students studying at EMI universities in Hong Kong, taking account of their gender, EMI experience in higher education, and English exposure prior to tertiary education. Participants completed a survey to provide self-evaluations of their academic situation and their perceptions of their disciplinary learning. The study found that students perceived a relatively low level of language and learning challenges, and they showed a preference for using their second language (L2)-related learning strategies over strategies related to their first language. Specifically, male students tended to be more actively engaged in communication with their peers than females, and were more likely to search for additional learning support in English. In addition, first-year undergraduates perceived a greater degree of challenges in knowledge application and relied more on L2-related learning strategies than their senior counterparts. Although the importance of English exposure prior to higher education has been highlighted in many existing studies, this study found that prior exposure to English was neither connected with students’ perceived challenges nor their learning strategies.

scholarly journals THE STUDENTS IN THE SYSTEM OF TERTIARY EDUCATION AS A MAIN FOCTOR FOR HR SUSTAINABLE CAPACITY EVALUATION - NATIONAL AND REGIONAL PERSPECTIVES

2019 ◽  
Vol 17 (Suppl.1) ◽  
pp. 611-618
Author(s):  
Radko Radev
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Regional Level ◽  
Male Students ◽  
Educational Institutions ◽  
Methodological Framework ◽  
Specific Result ◽  
Capacity Evaluation ◽  
Female Part ◽  
Sustainable Capacity

The main goal of the current publication is to presents the specific result from the analysis of the most important PESTEL factors, identified as crucial for the HR Sustainable Capacity evaluation. It examines the students enrolled in higher education. The methodological framework, through which the goal is achieved, consists of four steps: first - the number and the types of higher educational institutions accredited in Bulgaria is identified (there are four types of 54 institutions); second - the gender structure of the students is analyzed, which testifies to the fact that there is domination of the female part of them (the number of the women amounts to 130’803, which is 54.0% of the total of students, the male students amounting to 112’396 or 46%.); third - the number and structure of the students from different degrees is presented, as well as their geographical distribution of the higher degree students - there are four main cities with more than 10’ 000 bachelor students (Sofia, Plovdiv, Varna, Veliko Tarnovo), where 2/3 of all bachelor and master degree students are educated. The conclusion is that the number of students (including graduating ones) studying at the different universities in Bulgaria are a very important part of the HR sustainable capacity evaluation on national and regional level.

scholarly journals Aboriginal student engagement and success in Kimberley tertiary education

2021 ◽  
pp. 1-9
Author(s):  
John Guenther ◽  
Anna Dwyer ◽  
Sandra Wooltorton ◽  
Judith Wilks
Keyword(s):  
Higher Education ◽  
First Nations ◽  
Collaborative Research ◽  
Critical Realism ◽  
Tertiary Education ◽  
Considerable Effort ◽  
Remote Locations ◽  
Aboriginal Students ◽  
Qualitative Research Design ◽  
Participation In Higher Education

Abstract Over recent years, considerable effort has been put into increasing Aboriginal and Torres Strait Islander (First Nations) participation in higher education. While there are signs that enrolments are increasing, the sustained engagement and successful completion of higher education remains challenging, particularly in remote locations. With this in mind, a collaborative research project among researchers from three northern Australian tertiary education institutions was designed to understand student perspectives, particularly from remote contexts, about their engagement and success towards completion in higher education. Based on a qualitative research design situating Indigenist/interpretive research within a critical realism metatheory, we present findings from the study, based in the Kimberley region of Western Australia, and unpack implications for higher education provision in remote contexts. The findings point to the unique challenges faced by students who live in the Kimberley—and perhaps in other remote locations around Australia. In order to meet these needs, we suggest that tertiary education providers must tailor provision to ensure that engagement with Aboriginal students is relational and culturally safe.

scholarly journals HIGHER EDUCATION INSTITUTIONS’ IMPACT ON THE ECONOMY

2019 ◽  
Vol 20 (3) ◽  
pp. 507-525 ◽  
Author(s):  
Agnė Vaiciukevičiūtė ◽  
Jelena Stankevičienė ◽  
Nomeda Bratčikovienė
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Higher Education Institutions ◽  
Value Added ◽  
Local Economy ◽  
Input Output ◽  
Education Spending ◽  
Output Table ◽  
The Status ◽  
The Impact

Despite the strong public interest in the accountability and efficiency in education spending on higher education institutions (HEIs) in Lithuania, there are currently no existing studies which have examined the impact of HEIs on the country’s economy. In the present study, we have used a disaggregated input-output table for Lithuania’s tertiary education institutions in order to determine the output value added to the local economy by the presence of HEIs. The results of the study have revealed that HEIs contribute to the Lithuanian economy in the period of (2010–2016), with the average of gross domestic output (GDP) of 298.48 mln. euros. The present study is the first of its kind to use input-output table evaluate the impact of HEIs on Lithuania’s economy, and its results could be of significant value to the current policy debates regarding the status of higher education in Lithuania.

scholarly journals PHILOSOPHY IN THE FIELD OF EDUCATIONAL SERVICES PROVIDED BY THE UNIVERSITY AS A BUSINESS

2021 ◽  
Vol 31 (2) ◽  
pp. 147-154
Author(s):  
I.V. Zhurbina
Keyword(s):  
Higher Education ◽  
Educational Process ◽  
Point Of View ◽  
The Other ◽  
University Education ◽  
Educational Model ◽  
The Status ◽  
Human Thinking ◽  
The University ◽  
Opening Up

The paper discusses the status of philosophy in the context of the increasing commercialization of higher education, which turns the university into a business. It shows that the neoliberal policy of the commercialization of higher education changes the structure of the educational process dramatically and brings humanism as an educational model inextricably linked with the development of humanitarian disciplines to the limit. In the era of capitalization of knowledge, the principle of utilitarianism becomes dominant. The paper gives reasons for the need to overcome the neoliberal tendency of the educational process dehumanization and return to humanitarian disciplines, which preserve the culture of human thinking in today’s world. The paper finds that the construction of the process of university education according to the being-in-place model actualizes thinking, which brings an individual back from the inertia of non-thinking existence. The paper describes specificity of philosophy as a practice of thinking and language which preserves the foundations of human existence and develops the hermeneutic type of thinking of an individual as “persona”. The hermeneutic type of thinking is focused on a person’s self-understanding of oneself as a personality. At the same time, it contributes to understanding the Other, a dialogue with whom opens up the opportunity not only to look at oneself in a different way, but also to understand the “point of view” of the Other, thereby opening up a different horizon of seeing the world in general.

scholarly journals LA INVESTIGACIÓN CIENTÍFICA Y EL DESEMPEÑO PROFESIONAL EN LA FORMACIÓN DE TERCER NIVEL EN EL ECUADOR

2016 ◽  
Vol 4 (2) ◽  
Author(s):  
Erick X López Reyes ◽  
Marco Berméo ◽  
Washington Perero ◽  
Victor Matías
Keyword(s):  
Higher Education ◽  
Social Order ◽  
Tertiary Education ◽  
University Education ◽  
University Teaching ◽  
Educación Superior ◽  
Educacion Superior ◽  
Education Professional ◽  
Professional Profile ◽  
The University

La preocupación por la calidad y pertinencia de la educación superior a nivel mundial, ha hecho que el Ecuador adopte e implemente reformas en sus procesos legislativos, administrativos y operativos en materia de educación superior. Empero, el exceso de celo en el cumplimiento de esta tarea ha hecho que se pasen por alto y se obvien algunos principios genéticos básicos de la educación-formación universitaria de tercer nivel (profesional y/o de grado). El presente artículo busca propiciar la necesaria y muy postergada discusión respecto a una realidad que se ha pretendido desconocer y obviar, producto de factores de entropía generados en ópticas y políticas neoliberales,  la formación de investigadores profesionales, de nivel uno, en el tercer nivel. En otras palabras, de profesionales de grado (Licenciatura – Ingeniería) cuyo ejercicio estará dedicado en más de un 90% a actividades de investigación, y que, eventualmente, podrán ingresar a la carrera docente universitaria y al fortalecimiento complementario y progresivo de su perfil profesional de investigador a nivel del postgrado (Maestría y Doctorado Filosofal), en concordancia al mandato y encargo social que han recibido desde sus mismos orígenes las universidades. Palabras Clave: Educación Superior, formación de tercer nivel, investigación profesional y/o de grado. ABSTRACT Concern about the quality and relevance of higher education worldwide, has made Ecuador adopt and implement a series of reforms in their legislative, administrative and operational in higher education processes. In but the overzealous in fulfilling this task has made overlooked and some basic genetic principles of education-university tertiary education (professional and / or grade) is obviated. This article seeks to provide the necessary and very postponed discussion about a reality that has sought to ignore and avoid product of factors entropy generated in optical and neoliberal policies, training of professional researchers, level one, on the third level. In other words professionals (degree - Engineering) whose exercise will be dedicated by more than 90% to research, and that may possibly enter the university teaching career and complementary and progressive strengthening of their professional profile researcher graduate level (Masters and Doctorate Philosopher), in accordance with the mandate and social order they have received from the very beginning universities. Keywords: Higher education, university education, tertiary education, professional research and / or grade. Recibido: agosto de 2016Aprobado: octubre de 2016

scholarly journals Educating Higher Education Students for Innovative Economies: What International Data Tell Us

2014 ◽  
Vol 1 (1) ◽  
pp. 223 ◽  
Author(s):  
Francesco Avvisati ◽  
Gwenaël Jacotin ◽  
Stéphan Vincent-Lancrin
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Tertiary Education ◽  
Theory And Practice ◽  
University Education ◽  
Education Students ◽  
Curriculum And Pedagogy ◽  
Weak Points ◽  
International Data

As innovation increasingly fuels economic growth, higher education institutions and systems face the challenge of equipping students with the skills required by innovative economies. Using two international surveys of tertiary education graduates five years after their graduation, we show that the innovative, tertiary-educated workforce comprises a mix of graduates holding degrees from all disciplines. The contribution to innovation of different graduates varies by type of innovation. When they assess the strong and weak points of their university education, graduates give a mixed picture of the quality of the education they have received. We then link the propensity to participate in innovation to the relative emphasis on theory and practice in university programmes and conclude by highlighting the importance of a competence-based approach to curriculum and pedagogy

Developing the Total Student: Model for Learners as Partners in Tertiary Institutions in Nigeria

GIS Business ◽  
2019 ◽  
Vol 14 (5) ◽  
pp. 14-20
Author(s):  
Chris Eriye Tralagba ◽  
Abasiama G. Akpan
Keyword(s):  
Higher Education ◽  
Student Development ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
University Education ◽  
Tertiary Institutions ◽  
Quality Of Higher Education ◽  
Wide Range ◽  
Key Skills

In addition to influencing students’ knowledge base, thinking abilities and skills; university education offers the opportunity to promote other aspects of students’ growth as people. University education has an important role in shaping our future society because today’s university students will be tomorrow’s doctors, engineers, business managers, teachers, faith leaders, politicians, citizens, activists, parents and neighbours. While they need to be able to demonstrate key skills and knowledge to enact those roles effectively, they must also demonstrate personal and social responsibility in carrying them out. While much of the current political discourse about higher education is instrumental and economic, this paper aims to lay the foundation for a discourse based on student development. Data was collected through focus group discussions with students in the various colleges in Evangel University, Akaeze - Nigeria, in-depth interviews with lecturers, administrative staff and document analyses of conference papers and journal articles. Findings reveal that the quality of tertiary education is influenced by socio–cultural, academic, economic, policy, political and administrative factors all of which are inextricably interwoven. In this case, the argument is for leadership of teaching and learning for the purpose of promoting students’ holistic development. The discussion of the findings is based on the findings on a wide range of related literature on learners’ challenges in other universities in Nigeria. The paper concludes that the quality of higher education in tertiary institutions is influenced by factors that have their roots in commercialization, general funding, and human population growth. It was recommended that appropriate policies and indigenous professionals (both academic and administrative) are necessary for improving the quality of higher education in tertiary institutions.

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