scholarly journals Culture, social phenomena and curriculum of Higher Education: articulations via museum and university

2020 ◽  
pp. 3-20
Author(s):  
Luciana Pasqualucci
Keyword(s):  
Higher Education ◽  
Social Phenomena ◽  
University Culture ◽  
Jose Ortega Y Gasset ◽  
The Public ◽  
Contemporary Perspective ◽  
The Creation ◽  
Public Instruction ◽  
The University

The purpose of this text is to reflect on the need for institutional articulation between museum and university. It seeks to emphasize the pertinence of the approximation between culture, social phenomena and curriculum of Higher Education, having as assumptions the concepts of Social Museology, the critical and contemporary perspective of curriculum and reflections on the university, shared, above all, by the Brazilian philosopher Álvaro Vieira Pinto and the Spanish philosopher José Ortega y Gasset. The university, just as the museum, formulates and communicates meanings through speeches. Both institutions are then producers and generators of meanings. By promoting discussions and conceptual arrangements that reveal reality and reflections on different areas of knowledge, the museum can re-signify the discourse built at the university and the public participating in this process (students, faculty, museum audience), in addition to redefining the discourse in a creative way, since it interprets it in a particular and opportune way. This character of public instruction gives the museum even more legitimacy for the construction of new narratives, and the university is even closer to its formative role for the creation of social protagonists from different segments. Keywords: Museum; University; Culture; Curriculum.

scholarly journals Invisible Roots of Knowledge Production and their Role in Resistance to the Marketisation of Education

2020 ◽  
Vol 9 (1) ◽  
pp. 118-140
Author(s):  
Heather McKnight
Keyword(s):  
Higher Education ◽  
Knowledge Production ◽  
Trade Unions ◽  
Economic Status ◽  
Public Institution ◽  
Recent Book ◽  
Pension Scheme ◽  
The Public ◽  
The Commons ◽  
The University

Recent, highly visible, struggles in Higher Education in the UK, such as the pensions strike, have aimed to recast such protests as part of a bigger struggle to maintain the public university. Viewing the shared pension scheme as one of the last defining features of a public institution. However, Federici in her recent book Re-enchanting the World: Feminism and the Politics of the Commons warns us if we wish to change the university in line with the public construction of a ‘knowledge commons’ that there is a need to question “the material conditions of the production of the university, its history and its relation to the surrounding communities” (Federici, 2019) and not just the academics within it. There is a need to consider how debate on knowledge production is insulated from the invisible work that sustains academic life including cleaners, cafeteria workers and groundkeepers, as well as to consider the potential colonisation of land institutions are built upon (Federici, 2019). Narratives of resistance to marketisation in Higher Education, while well meaning, still create disproportionate invisibility on the grounds of gender, race and socio-economic status, ignoring the material and intellectual value of such contributions. This paper considers how Federici’s approach to the politics of the commons discredit, deconstruct and potentially transform approaches to resistance to marketisation in education. It argues that struggles against marketisation, or for academic freedom, should be seen in the broader scope of access to education for all, and a continuum of co-dependant knowledge production. It will consider how different structures of privilege and oppression structure what is represented, resisted and fought for within and by the institution. Issues that are seen as marginal or controversial can be avoided in increasingly legislated upon, and therefore risk averse, students’ unions and trade unions. Which in turn reproduces a student and staff body that similarly continue to propagate such damaging structures both within and out with the institution. A rethinking around who the knowledge producers are, can help us restructure the university as a commons that resists the violence of capitalist logic, rather than one that upholds it. Thus problematising and reconstructing how we view the idea of a future university commons, in a way that recognises intersectional oppression and a misuse of certain bodies as a commons in and off themselves.

Faculty Are Not Employees

2018 ◽  
pp. 60-71
Author(s):  
Holden Thorp ◽  
Buck Goldstein
Keyword(s):  
Higher Education ◽  
Patient Care ◽  
Academic Freedom ◽  
Shared Governance ◽  
Tenured Faculty ◽  
The Public ◽  
The University ◽  
The Relationship

The role of faculty forms the heart of the university in terms of its scholarship, patient care, and teaching. It is important that the university and the faculty rededicate themselves to outstanding teaching; the erosion of teaching by tenured faculty is contributing to the strain in the relationship with the public. Tenure, academic freedom, and shared governance are all indispensable concepts in the functioning of a great university that are mysterious to those outside the academy. Communicating the importance of these concepts is a critical need for higher education.

The Changing Mission and Nature of Partnerships in Public Universities

2013 ◽  
pp. 726-741 ◽  
Author(s):  
Marianne Robin Russo ◽  
Kristin Brittain
Keyword(s):  
Higher Education ◽  
Public Education ◽  
The United States ◽  
Public University ◽  
Public Higher Education ◽  
The Public ◽  
Academic Mission ◽  
New Business ◽  
K 12 ◽  
The University

Reasons for public education are many; however, to crystalize and synthesize this, quite simply, public education is for the public good. The goal, or mission, of public education is to offer truth and enlightenment for students, including adult learners. Public education in the United States has undergone many changes over the course of the last 200 years, and now public education is under scrutiny and is facing a continual lack of funding from the states. It is due to these issues that public higher education is encouraging participatory corporate partnerships, or neo-partnerships, that will fund the university, but may expect a return on investment for private shareholders, or an expectation that curriculum will be contrived and controlled by the neo-partnerships. A theoretical framework of an academic mission and a business mission is explained, the impact of privatization within the K-12 model on public higher education, the comparison of traditional and neo-partnerships, the shift in public higher education towards privatization, a discussion of university boards, and the business model as the new frame for a public university. A public university will inevitably have to choose between a traditional academic mission that has served the nation for quite some time and the new business mission, which may have negative implications for students, academic freedom, tenure, and faculty-developed curriculum.

On Not Believing What You Read

2018 ◽  
Author(s):  
Jonathan Rose
Keyword(s):  
Higher Education ◽  
High School ◽  
College Admissions ◽  
Reading Strategy ◽  
The Sun ◽  
Gallup Poll ◽  
The Public ◽  
University Life ◽  
The Media ◽  
The University

Every student should, before graduating, see the 2006 teen-comedy movie Accepted. It’s a broad satire built around some high-school misfits whom no college admissions officer in his right mind would accept, not even in this economy. So they commandeer an abandoned mental asylum and construct their own college based on Marxism (Groucho), and they do to higher education what A Night at the Opera did to Il Trovatore. To a flabbergasted visitor, the teenage president of the college recommends the school newspaper, The Rag. “There’s a great op-ed piece in there about not believing everything you read,” he explains. Like all absurdist comedy, Accepted poses that subversive question, “Who’s absurd here?” It stands upside-down all the pretenses of university life, including its most fundamental pretense, that if we spend years here reading, we will get closer to the truth. Is there, though, any necessary relation between reality and what we find on the printed page? It’s a question that has become particularly acute today, when it seems that every man is his own deconstructionist. When Paul Ricoeur coined the phrase “hermeneutic of suspicion,” he was only recommending this reading strategy to literary theorists, but his students took it quite seriously and in 1968 turned the University of Nanterre into, well, something like the campus in Accepted. And today that skepticism is thoroughly mainstream. According to the Gallup Poll, only 32 percent of Americans in 2016 have confidence in the media, down from a high of 72 percent in 1976, post-Woodward and Bernstein. Among millennials (18-to-29-year-olds), just 11 percent trust the media. In Britain, back in 1975, only about a third of tabloid readers and just 3 percent of readers of “quality” broadsheets felt that their paper “often gets its facts wrong.” But by 2012 no British daily was trusted by a majority of the public “to report fairly and accurately.” In something of a contradiction, the Sun enjoyed both the largest circulation and the lowest level of trust (just 9 percent).

Brief aus der Schweiz

2019 ◽  
Vol 67 (2) ◽  
pp. 282-299
Author(s):  
Markus Wild
Keyword(s):  
World War Ii ◽  
Analytic Philosophy ◽  
Recent History ◽  
World War ◽  
The Public ◽  
Public Consciousness ◽  
History Of ◽  
Academic Philosophy ◽  
The Creation ◽  
The University

Abstract This letter focuses on both the recent history of academic philosophy in Switzerland and its present status. Historically, institutional self-consciousness of philosophy came to life during World War II as a reaction to the isolation of international academic life in Switzerland; moreover, the divide between philosophy in the French part and the German part of the country had to be bridged. One important instrument to achieve this end was the creation of the “Schweizerische Philosophische Gesellschaft” and its “Jahrbuch” (today: “Studia philosophica”) in 1940. At the same time the creation of the journal “Dialectica” (1947), the influence of Joseph Maria Bochensky at the University of Fribourg and Henri Lauener at the University of Berne prepared the ground for the flourishing of analytic philosophy in Switzerland. Today analytic philosophy has established a very successful academic enterprise in Switzerland without suppressing other philosophical traditions. Despite the fact that academic philosophy is somewhat present in the public, there is much more potential for actual philosophical research to enter into public consciousness. The outline sketched in this letter is, of course, a limited account of the recent history and present state of philosophy in Switzerland. There is only very little research on this topic.

scholarly journals University of Wollongong in Dubai: creating a private university in the public interest

2011 ◽  
Vol 1 (4) ◽  
pp. 1-13 ◽  
Author(s):  
Rob Whelan ◽  
Daniel Kratochvil
Keyword(s):  
Higher Education ◽  
Public Interest ◽  
Academic Staff ◽  
Private University ◽  
Subject Area ◽  
Content Type ◽  
The Public ◽  
Staff Members ◽  
Complex Organization ◽  
The University

TitleUniversity of Wollongong in Dubai: creating a private university in the public interest.Subject areaHigher education leadership and planning.Study level/applicabilityPostgraduate/higher education.Case overviewProfessor Rob Whelan was appointed President of the University of Wollongong in Dubai (UOWD) from the University of Wollongong in Australia (UOW). Professor Whelan brought to the job in Dubai the perspective that public‐good benefits flow from a comprehensive institution engaged with the larger community and these are led by academic staff members who produce research that serves the national interest. To apply this model to UOWD meant a thorough analysis of the organization in terms of both its culture and its broader environment. This case explores the various processes through which a new leader takes stock of an existing institution, identifies the potential for development in a particular direction, draws upon a range of stakeholders to refine the vision and develop it into a strategic plan, gains support for the plan, and then implements change through close collaboration with the institution's constituents.Expected learning outcomesThis case can be used to explore a number of issues in leadership and management including: identifying the various internal and external stakeholders in a complex organization; analysing strategies for mobilization for change, including the assessment of inclusive versus exclusive approaches; reviewing the opportunity costs of change; and assessing types of leadership.Supplementary materialsTeaching notes.

scholarly journals Algumas dimensões culturais da trajetória de estudantes pobres no ensino superior público: o caso da UFMG

2019 ◽  
Vol 87 (216) ◽  
Author(s):  
Écio Portes
Keyword(s):  
Higher Education ◽  
Sociology Of Education ◽  
The Public ◽  
Poor Students ◽  
The Social ◽  
Education School ◽  
University Life ◽  
Institutional Strategies ◽  
Object Of Study ◽  
The University

Estuda as trajetórias de estudantes pobres em cursos altamente seletivos da Universidade Federal de Minas Gerais, como Ciência da Computação, Comunicação Social, Direito, Engenharia Elétrica, Fisioterapia e Medicina. Explica o conjunto de circunstâncias que propiciaram esse sucesso escolar. Realiza esse intento investigando a história de estudantes pobres no ensino superior no século 20, nas Faculdades de Direito de Olinda/Recife e de São Paulo e a história do atendimento a estudantes pobres empreendido pela UFMG desde o momento de sua criação. Utiliza os trabalhos que lidam com trajetórias escolares, principalmente de sociólogos franceses, como Bourdieu, De Queiroz, Lahire, Laurens e Terrail, entre outros. Os resultados confirmam a existência de estudantes pobres no ensino superior desde a implantação deste, mesmo que pouco representativa; e, como conclusão, é afirmado que a inclusão e a permanência de estudantes pobres no ensino superior brasileiro são uma tarefa de difícil execução, que se deu sem a presença de ações desenvolvidas pelo Estado. No passado, esses estudantes desenvolveram estratégias próprias que se associariam, já no século 20, a estratégias filantrópicas e institucionais empreendidas no seio da própria instituição universitária, a exemplo do que vem fazendo a UFMG ao longo do tempo. Essas ações sustentaram um grupo de estudantes pobres no interior da universidade pública, mas não puseram fim às discriminações sofridas nem minimizaram os constrangimentos econômicos perpetuados historicamente e pelos quais outros vêm passando no cotidiano universitário. Palavras-chave: sociologia da educação; trajetórias escolares; estudantes pobres; ensino superior. Abstract This work gives priority to the historic and theoretical search necessary to the understanding of the object of study, the social and school trajectories of poor students, in the past and in the present. The new data and the proposed analyses lead us to believe that the fact of poor students being included in the Brazilian higher education and remaining at the University is not an easy task and took place without any government policies. In former times, these students developed their own strategies, which became associated, in the twentieth century, to institutional strategies, organised inside the University itself, following the example of what UFMG has been doing all this time. These actions supported a group of poor students in the public University but did not hinder prejudice nor diminished economical embarrassments, which they historically have been going through in their university routine. Keywords: sociology of education; school trajectories; university life; poor students; higher education.

scholarly journals PROPUESTA DE CREACION DE UN CENTRO DE ATENCION INTEGRAL AL ESTUDIANTE DE LA UNED (CEATIE). PROPOSAL TO CREATE AN INTEGRAL ATTENTION CENTER FOR THE STUDENT OF THE UNED (CEATIE)

2014 ◽  
Vol 5 (1) ◽  
pp. 205-222
Author(s):  
Ariana Gabriela Acón-Matamoros ◽  
Javier Cox-Alvarado
Keyword(s):  
Higher Education ◽  
Customer Service ◽  
Self Assessment ◽  
Quality Of Higher Education ◽  
Quality Feedback ◽  
Higher Education Quality ◽  
The Creation ◽  
The University ◽  
Sistemas De Informacion

Se detalla una propuesta para la creación de un centro de atención integral al estudiante de la Universidad Estatal a Distancia (UNED), que reúna los componentes administrativos y tecnológicos, enfocados en atención al cliente, para brindar una respuesta de calidad a los estudiantes.La importancia de la creación del centro de atención integral al estudiante se describe en el desarrollo de esta investigación, y los beneficios inmediatos para los estudiantes y la universidad.A su vez una mejora en el servicio que se presta al estudiantado, representa el mejoramiento continuo, repercute en la calidad de la educación superior que brinda la universidad a sus estudiantes, apoyado por los sistemas de información con los que se cuenta y los procesos de autoevaluación y acreditación de la UNED.Palabras clave: atención integral, servicio al estudiante, calidad en los servicios, calidad en la educación superior.AbstractA proposal for the creation of the student integral attention for the Universidad Estatal a Distancia (UNED), satisfying the administrative and technological components, focused on customer service to provide quality feedback to students is detailed.The importance of the creation of the student integral attention is described on this research and the immediate benefits for students and the university.At the same time an improvement in the service provided to students, represents the continuous improvement and makes an impact in the quality of higher education that the university provides to its students, supported by the information systems that already exists and the self-assessment and accreditation process of the UNEDKeywords: integral attention, student services, services quality, higher education quality.

scholarly journals Response of Indonesian universities to the (COVID-19) pandemic – between strategy and implementation

2021 ◽  
Author(s):  
Ikhfan Haris ◽  
Afdaliah Afdaliah ◽  
Muhammad Ichsan Haris
Keyword(s):  
Higher Education ◽  
Research And Development ◽  
Public Good ◽  
Virus Disease ◽  
Well Being ◽  
Research Problem ◽  
Community Services ◽  
Social Community ◽  
The Public ◽  
The University

Escalated by mid-January 2020, the Coronavirus Disease 2019 (COVID-19) pandemic is having a profound effect on all aspects of society, including the education activities in higher education. Colleges and universities globally are taking various actions to contain the COVID-19 outbreak. These efforts are mainly to secure the well-being of their students and staff, as well as members of their communities. Due to the increasing number of infections has prompted a number of universities in Indonesia to participate in the fight against the virus outbreak. This article provides an overview of the role played by Indonesian universities dealing with COVID-19 pandemic and how Indonesian universities serving the public good for COVID-19 breakthroughs. The research problem of this study focuses on how the strategies developed by the university in responding to COVID-19 and their implementation to reduce the potential consequences of the pandemic impacts. Subsequently, this paper presented the responses of universities in Indonesia in addressing the COVID-19 pandemic. The forms of responses presented in this paper are academic responses, research and development responses and social community services responses. Furthermore, a conceived information of the issues and challenging of involving of universities in collaborating on solutions to crises of the coronavirus pandemic in Indonesian context were portrayed. In conclusion, this paper summarizes the contribution of Indonesian universities and its impacts in fighting deadly virus disease COVID-19.

scholarly journals Políticas de ações afirmativas, pessoas com deficiência e o reconhecimento das identidades e diferenças no ensino superior brasileiro

2018 ◽  
Vol 26 ◽  
pp. 57 ◽  
Author(s):  
Leonardo Santos Amâncio Cabral
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
People With Disabilities ◽  
Social Recognition ◽  
Quota System ◽  
State Regulations ◽  
University Culture ◽  
Political Sciences ◽  
The Difference ◽  
The University

The juridical and social recognition of differences and identities in the field of affirmative action policies aimed to promoting the access of people with disabilities to Brazilian Higher Education is an emerging in the national scenario. Thus, it is understood the need of discussions and theoretical, conceptual and juridical deepening that touches on the problematic. In this sense, the present research focused on the analysis of documents and studies on the subject in the spheres of political sciences, education, philosophy, sociology and cultural studies. As result, it weaved a national and international historical contextualization crossed by movements that culminated in the democratization of the access at the Higher Education, tied by problematizations about the material equality of rights, recognition of the difference and the plurality of identities, affirmative action policies, quota system and allusions to the possible interests and mechanisms of state regulations that govern in this process. It is pointed out that affirmative action policies, even though they are recognized as important, do not seem sufficient for the access and permanence of people with disabilities in Brazilian higher education, once the university culture must be willing re-signified itself in this process, building opportunities in which differences and plurality of identities are recognized. 

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