scholarly journals INTEGRATING SKILL DEVELOPMENT IN HIGHER EDUCATION: A COMPARATIVE ANALYSIS OF INDIA AND CANADA

2018 ◽  
pp. 93-106
Author(s):  
Mayur Wadhwaniya
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
International Education ◽  
Skill Development ◽  
Higher Learning ◽  
University System ◽  
Policy Makers ◽  
University Courses ◽  
Education Community ◽  
The University

The paper presents a comparative analysis of two emerging economies -India and Canada in case of Skill development in Higher education. The rational for comparing India and Canada is because both countries have a common underline philosophy when it comes to skill development in Higher education. In both the countries, Skill development in Higher Education’ has been central for policy makers, academicians and international education community merely because of the fact that a skilled workforce with quality higher education has the potential to be productive and can contribute immensely to the economic growth and development of the country. Universities and Institutes of higher learning across the globe are in constant pressure to ensure that their graduates are ‘employable’ but it is found that most of the university courses are rarely able to provide a ‘decent employment’ just because of the fact that the curriculums in the university system does not have the component of skill development. This backdrop raises a very fundamental question; what is the extent of importance given to skill development especially in Higher education and how it can be improved further?

The Indian University in a Comparative Perspective

2018 ◽  
Author(s):  
N.R. Madhava Menon
Keyword(s):  
Higher Education ◽  
Competitive Advantage ◽  
Higher Education Institutions ◽  
Knowledge Society ◽  
Comparative Perspective ◽  
Policy Changes ◽  
University System ◽  
Current State ◽  
The World ◽  
The University

The purpose of looking at Indian universities in a comparative perspective is obviously to locate it among higher education institutions across the world and to identify its strengths and weaknesses in the advancement of learning and research. In doing so, one can discern the directions for reform in order to put the university system in a competitive advantage for an emerging knowledge society. This chapter looks at the current state of universities in India and highlights the initiatives under way for change and proposes required policy changes.

scholarly journals Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups

2021 ◽  
Vol 13 (14) ◽  
pp. 7673
Author(s):  
Tarquino Sánchez-Almeida ◽  
David Naranjo ◽  
Raquel Gilar-Corbi ◽  
Jessica Reina
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Student Performance ◽  
Academic Intervention ◽  
Vulnerable Groups ◽  
University System ◽  
Higher Education System ◽  
Economic Support ◽  
Support Mechanisms ◽  
The University

In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. In this study, the effects of socio-academic intervention on the academic performance of vulnerable students are presented. For this, 41 students were selected among 164 vulnerable students entering the Escuela Politécnica Nacional in the second term of 2019. The 41 students attended a socio-academic intervention course for one term, while the remaining 123 attended the Escuela Politécnica Nacional levelling course directly. Once both groups of students finished the levelling course, their performance in each of the course subjects was compared. The results showed that the academic performance of the students in the intervention was significantly higher in mathematics and geometry compared to the students who had no intervention. These results show that the socio-academic intervention promotes the real insertion of vulnerable students in the university system.

scholarly journals Increasing University Competitiveness through Assessment of Green Content in Curriculum and Eco-Labeling in Higher Education

2021 ◽  
Vol 13 (2) ◽  
pp. 712
Author(s):  
Andrea Okanović ◽  
Jelena Ješić ◽  
Vladimir Đaković ◽  
Simonida Vukadinović ◽  
Andrea Andrejević Panić
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Comparative Analysis ◽  
Environmental Problems ◽  
Green Jobs ◽  
Positive Effects ◽  
The World ◽  
Different Types ◽  
Novi Sad ◽  
The University

Growing environmental problems and increasing requirements of green jobs force universities around the world not only to transform their curricula but also to enrich existing ones with contents related to the promotion of sustainable development. This paper aims to show the importance of measuring and monitoring the share of green contents in all university activities, as only in that way it is possible to monitor trends and give realistic assessments of their effect and importance. The paper presents a comparative analysis of different types of methodologies for assessing sustainable activities at universities as well as research conducted at the University of Novi Sad in Serbia and its comparison with the University of Gothenburg (Sweden). This research aims to point out the importance of increasing competitiveness in higher education through assessment of green content in a curriculum and its promotion. In this way, through eco-labeling methodology, it would be easier to identify those contents that, in a certain share, contribute to the promotion of sustainable development. Furthermore, this methodology can easily be extended across the country and the region, which would bring positive effects to all stakeholders in higher education.

scholarly journals The Wider Impacts of Universities: Habermas on Learning Processes and Universities

2013 ◽  
Vol 8 (2) ◽  
Author(s):  
Jesper Eckhardt Larsen
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Comparative Analysis ◽  
Knowledge Economy ◽  
Learning Processes ◽  
The Self ◽  
Societal Impact ◽  
Functionalist Theory ◽  
The University ◽  
The Relationship

The discourse of reform in higher education tends to focus narrowly on employability and the relationship between higher education and the labor market. Universities as research institutions are now considered solely in the dominant discourse of innovation. This way of conceiving universities is inspired by functionalist theory that focuses on the imperatives of a knowledge economy. Taking a departure in the theory of society developed by Jürgen Habermas this paper seeks to provide a theoretical framework for an empirical comparative analysis on the wider societal impact of universities. It is the argument that the wider impacts of higher education and research at universities must be seen in a more complex vision of modern societies. The paper is thus primarily a re-reading of Habermas’ critique of functionalist views of the university and an application of Habermas’ critique on current issues in the debates on higher education. A special discussion will be taken on issues of the self in view of the current tendencies to regard all education from the standpoint of the economic outputs.

scholarly journals Conceptual Vision of the New University in the Works of Modern Scientists: Typology of the Concepts of Innovatisation of the Higher School

2020 ◽  
Vol 6 (3) ◽  
pp. 186-198
Author(s):  
O. B. Voeykova
Keyword(s):  
Higher Education ◽  
Comparative Analysis ◽  
Knowledge Economy ◽  
Innovative Model ◽  
Science And Education ◽  
New Type ◽  
New Vision ◽  
The University ◽  
New Industry ◽  
Innovation In Higher Education

This article is devoted to solving the problem of systematizing the existing concepts of innovation in higher education, reflecting the new vision of the university by modern scientists. The author studied the content and conducted a comparative analysis of various concepts relating to the emergence of the future image of the University. First of all, these are the works of the classics of post-industrialism, who defined science and education as a new industry within the emerging knowledge economy and noted the need to form, in this regard, a new type of University. Important potential for understanding the role and place of the University, as well as to get an idea of its supposed (futuristic) model in the new realities have the concepts of innovatization of higher education, the analysis of which is given most of the article. Under the concepts of innovatization of higher education in the article we understand the concept of modern scientists who consider the transformation of the traditional University in its innovative model that meets the needs of the economy and society focused on innovation. The concepts of innovatization are also divided into several types, grouped according to the relevant features, which suggests the possibility of transition to the innovative model of the University in different ways.

Seven Factors for the Quality Assurance of International Higher Education

2011 ◽  
pp. 167-189
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
International Education ◽  
International Higher Education ◽  
Policy Makers ◽  
Education Services ◽  
Education Market ◽  
Software Engineers ◽  
National Boundaries ◽  
Careful Management

As education becomes accepted as a service like any other, the market for trade of education services has developed significantly, with a diversity of providers competing to provide education outside their national boundaries. As well as providing an international experience to students, this can facilitate the sharing of expertise among students, educators, and policy makers who can learn from successes in other countries. This appears to be particularly important in the education market for software engineers and computing professionals, where the knowledge base is rapidly evolving. This requires, however, careful management of the service provision, which results in increased focus on quality assurance. Assuring quality is made difficult by many factors, some shared with quality assurance of education in general, and others unique to the international context. We present seven factors that represent the core challenges for the quality assurance of international higher education, and as such, represent a valuable tool for computing educators and others either currently involved in, or intending to become involved in, the international education market.

The Elite, Elitism, and Ensuing Conversations in Ghana’s Higher Education: Myth or Reality?

2019 ◽  
Vol 50 (8) ◽  
pp. 787-808
Author(s):  
Delali Amuzu
Keyword(s):  
Higher Education ◽  
Empirical Study ◽  
The Other ◽  
Common Denominator ◽  
University System ◽  
Elite Group ◽  
Other Hand ◽  
Education In Ghana ◽  
The Many ◽  
The University

Contemporary higher education in Ghana and many parts of Africa has European colonial antecedents. In spite of the many goals that it aspired to achieve, a preoccupation was to nurture an elite group. Though widely used, the concept of elite and elitism is vague and hardly conceptualized. It hoovers from status—occupants of the apex or top echelons of an organization/society, to consumption—people with immense wealth. Influence, on the other hand, seems to be a common denominator in both cases. But, does this capture the scope of the phenomenon? This article engages people who have worked in different capacities in Ghana’s higher education space to examine the deeper meanings that could be embedded in elitism, elicits conceptualizations of elitism, and further finds out how elitist higher education is in Ghana. Ultimately, the article intends to initiate a conversation on whether indeed there are elites being produced from the university system. This study was done with reference to an empirical study on decolonizing higher education in Ghana.

scholarly journals Tensions in the Sustainability of Higher Education—The Case of Finnish Universities

2020 ◽  
Vol 12 (5) ◽  
pp. 1941 ◽  
Author(s):  
Annina Lattu ◽  
Yuzhuo Cai
Keyword(s):  
Higher Education ◽  
Corporate Sustainability ◽  
Change Agents ◽  
Analytical Framework ◽  
Ministry Of Education ◽  
University System ◽  
Leadership And Management ◽  
Role Of The State ◽  
The University

Universities are increasingly engaged in marketization and are also expected to transform into more sustainable institutions and be change-agents pushing forward the movement of sustainable development. This article introduces an analytical framework originated by Hahn et al. (2015) for understanding tensions concerning corporate sustainability to the context of the Finnish university system in order to answer the following questions: What are the tensions relating to Finnish universities’ social and economic sustainability, and what strategies might universities use to cope with these tensions? Through analyzing interviews with university managers and officials from the Ministry of Education and Culture in Finland, we find that Hahn et al.’s framework is generally applicable in analyzing tensions of sustainability in universities, and we identify six tensions relating to the sustainability of Finnish universities. The tensions are related to (1) academic leadership and management legitimacy, (2) regional political tensions and university profiling, (3) political power over the university system, (4) changing academic work and profession, (5) academic autonomy and the role of the state, and (6) the future role of the university institution. Moreover, the article discusses issues regarding how to adapt the framework of corporate sustainability to the context of higher education.

scholarly journals An Astronomy Degree Course in the U.K.: Syllabus and Practical Work

1990 ◽  
Vol 105 ◽  
pp. 11-22 ◽  
Author(s):  
M.M. Dworetsky
Keyword(s):  
Higher Education ◽  
Current Practice ◽  
Practical Work ◽  
Education Systems ◽  
University System ◽  
England And Wales ◽  
Higher Education Systems ◽  
The University

What is the purpose of an astronomy degree? Why should students wish to take such a course? What will they do after graduation? In what way would such a course uniquely differ from a physics degree with a little astronomy tossed in? And given that we are called upon to provide such a course, what syllabus might we teach? These are some of the questions that occurred to me as I was preparing this paper.One obstacle to giving clear answers is that the higher education systems of various countries differ greatly in structure. As one who was trained in one system (U.S.A.) and who teaches in another (U.K.), I am perhaps in a better position than most to appreciate the differences in approach, and to weigh the advantages and shortcomings of each system. But, as Shakespeare’s Dogberry said, “Comparisons are odorous,” and I do not propose to do this! What I describe refers to current practice in the university system of England and Wales, and I will use my own institution’s long-standing astronomy degree as an example.

The Impact Of The Current Economic Crisis On The Demand For Higher Education: An Analysis Of Spanish Distance Education Universities

2012 ◽  
Vol 5 (5) ◽  
pp. 359 ◽  
Author(s):  
Maria Dolores Reina-Paz ◽  
Ainhoa Rodriguez-Oromendia ◽  
Claudia Sevilla-Sevilla
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Comparative Analysis ◽  
Educational Programs ◽  
Degree Programs ◽  
University System ◽  
Current Economic Crisis ◽  
Student Demand ◽  
The Impact ◽  
Academic Year

Spain is currently experiencing a difficult economic situation, and in recent years a significant change has been observed in the behavior of the demand for educational programs as a result of this situation. Recent studies reveal a change in student demand that does not have the same effect on all academic institutions. Bearing this behavior in mind, the present study focuses on providing an overview of the situation of the Spanish distance education university system over a six-year period, from the 2007/08 to the 2011/12 academic year, analyzing the different variables that influence the demand and new enrollment in official degree programs. We also conduct a comparative analysis of the patterns these variables follow depending on the methodology applied by the different universities examined in our study, making a distinction between classroom and distance education universities.

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