scholarly journals Civic Learning: A Sine Qua Non of Service Learning

2021 ◽  
Vol 6 ◽  
Author(s):  
Robert G. Bringle ◽  
Patti H. Clayton
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Learning Outcomes ◽  
21St Century ◽  
Public Life ◽  
Essential Element ◽  
Civic Learning ◽  
The World ◽  
And Behaviors

Civic learning is an essential element of service learning, but one that is often underdeveloped in practice. This article surveys various conceptualizations of civic learning that are in use in higher education around the world, discusses approaches to designing service learning courses to generate civic learning outcomes, and proposes two methods for assessing student attainment of them. The intent is to build instructors’ capacities to cultivate the knowledge, skills, dispositions, and behaviors that lie at the very heart of civic learning and of public life in the ever-more complex and interconnected 21st century.

scholarly journals Service-learning as a Strategy to Promote Global Citizenship in Indonesia

Society ◽  
2021 ◽  
Vol 9 (1) ◽  
pp. 124-139
Author(s):  
Yusuf Faisal Ali ◽  
Yayuk Hidayah
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Learning Outcomes ◽  
Industrial Revolution ◽  
Global Citizenship ◽  
Student Organizations ◽  
Research Subjects ◽  
Executive Board ◽  
The World ◽  
Special Region

The problem behind this research is service-learning usefulness as a strategy to promote global citizenship at universities in Indonesia. The methodology used in this research is a qualitative type of phenomenology. The research subjects were students involved in the Student Executive Board or Badan Eksekutif Mahasiswa (BEM) organization from eight different campuses in the Special Region of Yogyakarta or Daerah Istimewa Yogyakarta (DIY). The research results show two findings, 1) service-learning in student organizations can promote global citizenship values, and 2) service-learning in student organizations can improve industrial skills. Thus, this study concluded that student organizations in higher education could be a place to promote global citizenship and improve industrial revolution 4.0 skills among students. Therefore, the recommendation in this study is for further researchers to research by emphasizing learning outcomes that focus on the level of numbers and readiness to face the industrial revolution, which includes the ability to adopt values ​​and nature as Indonesian people and as citizens of the world.

scholarly journals Transforming the World in Which We Live: Laureate's Transnational Civic Learning Project

2017 ◽  
Vol 7 (1) ◽  
pp. 16
Author(s):  
William M. Plater
Keyword(s):  
Higher Education ◽  
Social Change ◽  
Civic Engagement ◽  
Public Good ◽  
Global Citizenship ◽  
Educational Institutions ◽  
Civic Learning ◽  
The Public ◽  
For Profit ◽  
The World

<p>Higher education serves as an agent of social change that plays a significant role in the development of socially conscious and engaged students. The duty higher education has toward society, the role for-profit educational institutions play in enhancing the public good, and the prospect of making social change an element of these providers’ missions are discussed. Laureate’s Global Citizenship Project is introduced, highlighting the development of the project’s civic engagement rubric and the challenges of assessing civic engagement.</p>

scholarly journals Implementation of 21st Century Skills in Higher Education of Pakistan

2019 ◽  
Vol IV (III) ◽  
pp. 223-233
Author(s):  
Hayat Khan ◽  
N.B. Jumani ◽  
Nawab Gul
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
21St Century ◽  
21St Century Skills ◽  
Global Economy ◽  
Industrial Economy ◽  
Knowledge Based ◽  
Knowledge Based Economy ◽  
The World ◽  
Skills Learning

The emergence of the global economy has changed the demands of citizenship and employment in the new millennium. The world is shifting from an industrial economy to knowledge based economy. Keeping in view these challenges, 21st century society and work sphere require individuals equipped with 21st century skills. Therefore the present study was designed to examine the implementation of 21st century skills in universities of Pakistan. The aim of the study was to examine the existing programs and practices at the universities and their relation with 21st century skills. Learning and innovation skills, also called 4Cs skills, were taken as 21st century skills in the present study. These skills consist of (i) critical thinking and problem solving, (ii) communication, (iii) collaboration, and (iv) creativity. Findings of the study revealed that these skills were not fully developed in majority of the students in universities.

scholarly journals Higher Education Administration And Globalization In The 21st Century In India

2008 ◽  
Vol 5 (11) ◽  
Author(s):  
Taghi Jabbarifar
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Higher Education Administration ◽  
Education Administration ◽  
The World ◽  
The Future ◽  
Clear Statement

This article deals with the changing scenario and management responsibilities of higher education in the 21st century in India. Of course, for those looking for challenges of management in higher education as a field, the future is not going to be a disappointment. Maybe by the end of the first decade of the 21st century management of higher education worldwide would have changed beyond recognition. Every administrator is required to behave like a shrewd politician.  The world has been changing very fast. The pace of liberalization, privatization and globalization (LPG) is remarkable and has tremendously influenced various dimensions of management of higher education. The long-term consideration in the educational sector requires a clear statement of the direction in which a society wishes to move. Thus it is necessary to visualize the type of society India would like to have in the 21st century and beyond

scholarly journals HOKKAIDO UNIVERSITY: AMBITIONS AND GOALS

2021 ◽  
pp. 118-124
Author(s):  
V.S. Akimova ◽  
◽  
S.S. Atlasova ◽  
K.E. Ershova
Keyword(s):  
Higher Education ◽  
21St Century ◽  
Raw Materials ◽  
Higher Education System ◽  
Diffi Cult ◽  
The World ◽  
History Of ◽  
The Government ◽  
The University

Japan is a developing country but is getting diffi cult to hold in leadership 21st century. The domestic lack of raw materials fosters the government to count on competitive power of science and the higher education system. Japanese system of higher education must become demanded in the world. The history of Hokkaido University, the oldest institution in the country and is being modernized at present, is reviewed. It is noted that various mid-term and long-term measures have been developed and implemented. The university partakes in diff erent activities to raise the university international rating.

scholarly journals How satisfied are the English Major Students with their Foundation English Courses: An Appraisal

2021 ◽  
pp. 30-42
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Service Industry ◽  
Educational Institutions ◽  
English Curriculum ◽  
Level Of Satisfaction ◽  
Education Industry ◽  
The World ◽  
English Major ◽  
Made In

The purpose of this study was to investigate and evaluate the level of satisfaction of the English Major students with their Foundation English course. To this end, a questionnaire was administered to students currently pursuing the course, as well as students who had completed the course. The motive was to compare the results of the two sets of responses to see if both sets of students felt the same regarding the foundation English curriculum. The questionnaire was self-administered, through Google forms. The study threw light on the responsibilities of educational institutions in understanding that higher education is a service industry. It also highlighted the need for educational institutions to realize that they need to satisfy the needs and the expectations of students, parents, and employers. These three are the main stakeholders in the education industry today. Syllabus framers too have to accept that changes are imminent and make more than cosmetic changes to accommodate changes in the world outside. Students should be roped into the curriculum framing committees as they know what they need and what is not being delivered to them. Giving importance to the aspirations of students is unavoidable. It is hoped that this study would throw light on the expectations of students so that necessary changes may be made in the curriculum and thereby bring about the desired learning outcomes.

scholarly journals UniMAP 2025: Foresighting for a Frenzied Future

2018 ◽  
Vol 1 (1) ◽  
pp. 13-22
Author(s):  
Harshita Aini Haroon ◽  
Zul Azhar Zahid Jamal
Keyword(s):  
Higher Education ◽  
Social Media ◽  
21St Century ◽  
George Orwell ◽  
The Novel ◽  
Alive Today ◽  
The World

George Orwell, the English author, in his book called “Nineteen Eighty Four” wrote about life set in the year 1984, painting a depressing picture of a world filled with propaganda, never-ending war, and a life occupied with pervasive scrutiny of one’s life by others. One of the tools Winston, the protagonist in the dystopian novel, has to contend with is the telescreen. Its functions are to monitor a person’s movement and capture their conversation where ever they may be, including in private places such as one’s own home. What is very compelling about the book, we find, is that it was written in 1949. Orwell was able to predict rather splendidly what he thought life would be like 35 years ahead of the time he wrote the book. Now, fast forward 69 years later, Orwell’s telescreen is really not very different from our smartphones and other social media devices. Our smartphones now not only keep information about us once we log in, but are able to gather information from our speeches even when we are not talking into it! Orwell’s 1984 is an epitome of foresight, as it is not only the telescreen in the novel that we can identify with in the 21st century, but many other aspects of the current sociopolitical goings-on in the world. If Orwell were still alive today, we would like to ask him – what would higher education be like in the next ten years?

scholarly journals Using the Urban Advantage to Achieve the Greatest Good

2018 ◽  
Vol 29 (2) ◽  
Author(s):  
Vicki Golich
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
21St Century ◽  
Well Being ◽  
Colleges And Universities ◽  
Local Economy ◽  
Urban Setting ◽  
Annual Conference ◽  
Community Based Research ◽  
Anchor Institutions

Members of the Coalition of Urban and Metropolitan Universities (CUMU) recognized nearly thirty years ago that institutions of higher education (IHEs) located in urban and metropolitan cities faced a unique set of challenges – but also shared exceptional opportunities – for developing and deploying the vast intellectual capital residing within their halls. They joined forces to share ideas and practices that would, among other things, integrate their colleges and universities more seamlessly and usefully with their surrounding communities. Over time, CUMU members realized they should play an important role as anchor institutions in their communities: “local economic engines and mission-driven organizations inextricably linked to the long-term well-being of their local communities…” (Democracy Collaborative, 2018).   CUMU’s 23rd Annual Conference was held in Denver, Colorado in October 2017 with a focus on “The Urban Advantage” (CUMU, 2017). Presentations and conversations explored 21st century challenges created by states decreasing their funding to public higher education and by gentrification of the neighborhoods surrounding CUMU IHEs. They stressed unique learning opportunities for students and faculty studying and working at urban colleges and universities: clearly, an urban setting provides more occasions for students to engage in internships, service learning, volunteering, community-based research, and other pedagogies now known to improve student persistence through to graduation and alumni chances to pursue the careers or post-baccalaureate programs of their choice (AAC&U, n.d.). Scholars and activists called for urban IHEs to consider how they might engage with their surrounding communities more effectively to solve problems, improve the local economy, and educate a professional 21st century-relevant workforce. Finally, they underscored the imperative that metropolitan colleges and universities stay true to their mission of providing the public good of education to achieve social justice, graduate civically engaged alumni, and to be both in and of the community.

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