scholarly journals Stratification with Honors: A Case Study of the “High” Track within United States Higher Education

2018 ◽  
Vol 7 (10) ◽  
pp. 175
Author(s):  
Amy Stich
Keyword(s):  
Higher Education ◽  
Qualitative Data ◽  
Postsecondary Institutions ◽  
Academic Tracking ◽  
Honors Education ◽  
Academic Year ◽  
United States Higher Education ◽  
High Track ◽  
The U.S

At present, U.S. postsecondary sorting is best evidenced by an increasingly stratified system of higher education. However, very little attention is paid to even deeper levels of stratification within colleges and universities where academic tracking and its consequences are manifest. Given this significant lack of attention to deepening levels of stratification within many of the most “accessible” postsecondary institutions in the U.S., the purpose of this article is threefold: (1) to introduce readers to the notion of academic tracking within the postsecondary sector, (2) to situate honors education within the U.S. postsecondary tracking structure, and (3) to demonstrate the depths of stratification within a system that is lauded as the contemporary architect of social mobility. Based upon qualitative data collected during the 2016–2017 academic year at one public 4-year “accessible” university, findings illustrate the persistence, structure, and depths of stratification as an unintended consequence of one university’s efforts to reconcile the competing goals of excellence and equity.

The Policy of Reducing Study Places in Communist Romania Case Study of the Academic Year 1982-1983

2014 ◽  
Vol 4 (2) ◽  
pp. 97-110
Author(s):  
Matei Gheboianu
Keyword(s):  
Higher Education ◽  
Education System ◽  
Higher Education System ◽  
Academic Year

Abstract: In the Romanian education system, the 1980s were a time of big constraints. The most severe decline in the number of places in the higher education system occurred in the preparation of the academic year 1982/1983. This trend continued during the following years, albeit it was less drastic. In this paper I try to answer the following questions: Which was the overall significance of the cuts? How were the cuts distributed among forms of higher education – daytime courses, evening courses and extramural courses? Which were the reasons behind these cuts? Were the cuts motivated by the employers’ demand of graduates?

Controlled, Verified, and Understood

2019 ◽  
pp. 289-308
Author(s):  
Olga A. Novoselova ◽  
Freda B. Lynn ◽  
Graham N. S. Miller
Keyword(s):  
Higher Education ◽  
Identity Construction ◽  
Organizational Identity ◽  
Network Approach ◽  
Identity Verification ◽  
Alignment Problem ◽  
The U.S

Organizations, like individuals, are faced with the task of constructing an identity. To attract investors and consumers, a firm needs to develop a sense of “who we are” and “what we do.” Yet audiences may come to see the firm differently from how it desires to be seen. We address this alignment problem with a case study of the U.S. market for higher education. Identity verification is core to the research on individuals but peripheral in the literature on organizational identity, which instead focuses more on strategic identity construction. We use a network approach to capture both how schools view themselves (e.g., Yale nominates Princeton as a peer) and how the market responds (e.g., many schools view Yale and Princeton as peers). Results show that prestigious schools are more likely to (1) construct tightly controlled identities, (2) experience reciprocated nominations, and (3) define themselves in a manner consistent with the market’s response.

scholarly journals Innovation in project management education - let’s get serious!

2020 ◽  
Vol 20 (3) ◽  
Author(s):  
Tim Tews ◽  
Greg Skulmoski ◽  
Craig Langston ◽  
Alan Patching
Keyword(s):  
Higher Education ◽  
Project Management ◽  
Research And Development ◽  
Mixed Method ◽  
Quantitative Data ◽  
Serious Games ◽  
Qualitative Data ◽  
Management Education ◽  
Primary Objective

More educators use serious games (e.g., games where the primary objective is learning rather than enjoyment) to enhance learning due to benefits such as improved understanding and engagement. However, using serious games within project management education is not well understood. The aim of this research is to investigate project management serious games in higher education: i) determine the extent of gamification in PMI-accredited project management programs, and ii) survey university students about their experiences playing project management serious games. Two separate mixed-method studies reveal insights about serious games in higher education and where innovations may be leveraged. Traditional statistics were used to analyze quantitative data, and coding was used to analyze the qualitative data. The results from a global survey of ten PMI-accredited university programs suggest that serious games are embryonic but promising. A case study at one university reveals that students enjoy learning through games but caution against using games to formally assess students’ learning. The paper concludes with recommendations for further research and development.

Interactive Response Systems in Higher Education

2006 ◽  
pp. 305-320
Author(s):  
Mick Wood
Keyword(s):  
Higher Education ◽  
Support Staff ◽  
Response System ◽  
Pilot Scheme ◽  
Response Systems ◽  
The University ◽  
Academic Year ◽  
Future Plans

The University of Central Lancashire (UCLAN) undertook an “interactive response system” (IRS) pilot scheme using IML Question Wizard (IML), complete with 100 handsets, during semester one of the 2004/2005 academic year. This case study will explain the scheme rationale and methodology of implementation. A number of example applications will be explored and evaluated, including IRS use by academic and support staff, as well as utilising the system at a number of conferences. The case study will conclude with a look at UCLAN’s future plans to expand the system.

scholarly journals The response of the University of Isfahan to COVID-19: remote online language teaching

2021 ◽  
pp. 167-178
Author(s):  
Adel Rafiei ◽  
Zahra Amirian
Keyword(s):  
Higher Education ◽  
World Wide ◽  
Language Skills ◽  
Instructional System ◽  
Advantages And Disadvantages ◽  
Teachers And Students ◽  
Assessment Procedures ◽  
The University ◽  
Academic Year

This study describes the changes in the instructional system experienced by the language departments in the University of Isfahan, Iran, during the 2020 COVID-19 outbreak and the consequent national lockdown. After providing a very brief scenario of a regular academic year in higher education in Iran, this chapter focuses on the changes made to the instructional system in response to this world-wide pandemic and the non-academic measures taken across the university in general and language departments in particular. After pointing to some challenges of online instruction, the advantages and disadvantages of remote instruction with regard to the four language skills from both teachers’ and students’ perspectives will be discussed. A review of the assessment procedures in the platform used by the University of Isfahan will then be provided. This case study will come to an end by providing some outlook for the future.

Active Blended Learning at Scale

2021 ◽  
pp. 106-121
Author(s):  
Andrew Struan
Keyword(s):  
Higher Education ◽  
Blended Learning ◽  
Course Design ◽  
Education Sector ◽  
Learning Approaches ◽  
Academic Year

This chapter analyses the deployment of active and blended approaches to course design and teaching across one of the largest writing programmes in the British higher education sector. The programme, which teaches and assesses 12,000 students per academic year, adopts an entirely active and blended approach to all elements of its design. This chapter presents the pedagogical underpinnings to the programme, a case study of how the programme has been deployed, and discussion of some key challenges. The chapter establishes that active and blended learning approaches were central to the success of the programme, and that without such pedagogical designs the programme would have failed to meet its essential requirements.

scholarly journals The Significance of Research Methods with Reference to Language Education in Higher Education

2019 ◽  
Vol 5 (3) ◽  
pp. 36
Author(s):  
Ismail Mohammed Noriey
Keyword(s):  
Higher Education ◽  
Human Development ◽  
Research Methods ◽  
Language Education ◽  
Structured Interview ◽  
Kurdistan Region ◽  
Final Project ◽  
The University ◽  
Academic Year

This research paper investigates the significance of research in language education in the higher education sector. For this purpose, the researcher conducted a case study with twenty 4th year students studying English at the University of Human Development (UHD), Iraqi Kurdistan Region. They were selected based on purposive sampling. The participants were invited to respond to a questionnaire that was created and piloted by the researcher. They were also requested to take part in a structured interview. The findings show that the nature of research methods for 4th year students across higher education is complex and elusive. The findings also show that most of the students almost have the same problems and they have similar views on their final project as they started at the beginning of the final year of the academic year (2018-2019) at the University of Human Development.

scholarly journals Avaliação do Pibid por licenciados egressos: um estudo de caso

2019 ◽  
Vol 30 (73) ◽  
pp. 104
Author(s):  
Graciete Tozetto Goes ◽  
Mary Ângela Teixeira Brandalise
Keyword(s):  
Higher Education ◽  
Qualitative Research ◽  
Educational Programs ◽  
Public University ◽  
Teaching Performance ◽  
Font Size ◽  
Palabras Clave ◽  
Investigación Cualitativa ◽  
Academic Year

<p style="margin: 0cm 0cm 10pt; text-align: justify;"><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt;"><span style="line-height: 115%; font-family: 'Times New Roman','serif'; font-size: 12pt; mso-bidi-language: PT-BR;">Este artigo apresenta os resultados de uma pesquisa qualitativa que objetivou avaliar o Programa Institucional de Bolsa de Iniciação à Docência (Pibid), desenvolvido em uma universidade pública estadual paranaense, com egressos de licenciaturas que participaram do programa por um período igual ou superior a um ano letivo, no período de 2010 a 2015. O referencial teórico fundamenta-se na avaliação de programas educacionais. A participação no Pibid, segundo os egressos, contribuiu significativamente para a aprendizagem da docência, a formação inicial e a atuação docente. A pesquisa indica que a avaliação de programas educacionais centrada nos participantes egressos é necessária para a análise das contribuições e das fragilidades, bem como para o aprimoramento do programa, embora seja desafiadora.</span></span></p><p style="margin: 0cm 0cm 10pt; text-align: justify;"><strong>Palavras-chave</strong>: Avaliação de Programas, Estudantes Egressos, Pibid, Educação Superior.</p><p> </p><p><strong>Evaluación del Pibid por licenciados egresados: un estudio de caso</strong></p><p>Este artículo presenta los resultados de una investigación cualitativa cuyo objetivo fue el de evaluar el Programa Institucional de Bolsa de Iniciação à Docência [Programa Institucional de Beca de Iniciación a la Docencia] (Pibid), desarrollado en una universidad pública provincial de Paraná, con egresados de licenciaturas que participaron en el programa por un periodo igual o superior a un año lectivo, del 2010 al 2015. El referente teórico se fundamenta en la  evaluación  de  programas  educativos. a participación en el Pibid, según los egresados, contribuyó significativamente para el aprendizaje de la docencia, la formación inicial y la actuación docente. La investigación indica que la evaluación de programas educativos centrada en los participantes egresados es necesaria para el análisis de las contribuciones y las fragilidades, así como para el perfeccionamiento del programa, aunque represente un desafío.</p><p><strong>Palabras clave</strong>: Evaluación de Programas, Estudiantes Egresados, Pibid, Educación Superior.</p><p> </p><p><strong>Evaluation of Pibid by recently graduated students in teaching: a case study</strong></p><p>This paper presents the results of qualitative research that aimed to evaluate the Programa Institucional de Bolsa de Iniciação à Docência [Teaching Initiation Scholarship Institutional Program] (Pibid), developed at a public university in the state of Paraná, Brazil, from 2010 to 2015. The study was conducted with recently graduated students who participated in the program for a period equal to or greater than one academic year. The theoretical framework is based on the evaluation of educational programs. Participation in Pibid, according to the recently graduated students, contributed significantly to learning how to teach, initial education and teaching performance. The study points out that the evaluation of educational programs focused on recently graduated students is necessary, although challenging, for the analysis of strengths and weaknesses as well as for the improvement of the program.</p><p><strong>Keywords</strong>: Program Evaluation, Recently Graduated Students, Pibid, Higher Education.</p><p> </p><p> </p>

Sign in / Sign up

Export Citation Format

Share Document