Bridging the Pathway From the Masters to a Doctoral Program in Higher Education Through Portfolio Learning Assessment

2018 ◽  
pp. 36-53
Author(s):  
Mette L. Baran ◽  
Janice E. Jones
Keyword(s):  
Higher Education ◽  
Doctoral Program ◽  
Academic Experiences ◽  
Learning Assessment ◽  
Doctoral Level ◽  
Master Of Science ◽  
Student Affairs Leadership ◽  
Opt Out ◽  
Education Today ◽  
The University

Cardinal Stritch University (CSU) is private Franciscan institution of higher education located in Milwaukee, WI. The university has successfully offered Ph.D. and Ed.D. programs in Leadership for the Advancement of Learning and Service for 20 years. Eight years ago, an additional program was added, namely the Leadership for the Advancement of Learning and Service in Higher Education. Today about 40% of students enrolled are electing this option. A pathway program to this degree will be offered starting in the fall of 2017 with a new Master of Science in Higher Education Student Affairs Leadership. It is proposed that graduates of this program will be able to opt out of up to three doctoral level courses totaling 11 credits if they decide to complete a portfolio learning that demonstrates the accomplishment of program objectives including students' own perceptions of their academic experiences and learning. This is an incentive to matriculate as many of the SAL graduates into the Doctoral Leadership program in higher education saving students resources.

From Eternity to Here: Shrinkage in American Thinking About Higher Education

2011 ◽  
Vol 116 (1) ◽  
pp. 42-61 ◽  
Author(s):  
Geoffrey Galt Harpham
Keyword(s):  
Higher Education ◽  
Human Flourishing ◽  
Public And Private ◽  
Educational Mission ◽  
The Social ◽  
Private And Public ◽  
Education Today ◽  
The University ◽  
Private Support

Following WWII, America committed itself to a system of mass liberal education with a core component of the humanities, a system designed to improve the quality of people's lives and strengthen the social bond. This linkage of private and public ends was both symbolized and secured by the combination of public and private support for higher education. Today, the American system is in jeopardy because the private and public entities that support the university have largely turned away from the educational mission even as they have dramatically increased their support for research and other activities. The resulting alteration in the character of the university necessarily comes at a cost to the democratic aspirations and the vision of human flourishing that higher education has traditionally served.

scholarly journals Information Technologies in the Space of Educational Practices

2021 ◽  
Vol 110 ◽  
pp. 03003
Author(s):  
Maryna Stryhul ◽  
Olena Khomeriki ◽  
Marianna Khomeriki ◽  
Nataliia Polovaia ◽  
Nelia Hryshchenko
Keyword(s):  
Higher Education ◽  
Interpersonal Communication ◽  
Information And Communication Technologies ◽  
Information Technologies ◽  
Information Culture ◽  
Information And Communication ◽  
Education Today ◽  
Human Desire ◽  
The University ◽  
Special Studies

The article solves a scientific problem, the essence of which is the contradiction between the need to clarify the peculiarities of implementation of information and communication technologies in institutions of higher education of the technical profile and a certain deficit of special studies that would allow to meet this need. The situation is formulated in accordance with which in the sphere of social and cultural relations the preconditions for the use of Internet technologies are formed, but the managerial and directly educational levels of activity for the university are more promising «conservative» position, aimed at the phased and integration of these technologies in parallel processes of modernization higher education associated with the preservation of the quality of education, financial success of universities, etc. The modification of the network structure of education takes on special significance in connection with the emergence of new forms of social communication, including the innovative network learning, which becomes a social and communicative alternative to traditional education. Today, interpersonal communication, which is the sphere of the connection of new types and forms of communication without human being in the real environment, is determined precisely by the information culture of a person, which explains the human desire to learn in the new world on the basis of the use of information and computer technologies.

scholarly journals The Impact of Higher Education on Entrepreneurship and the Innovation Ecosystem: A Case Study in Mexico

2019 ◽  
Vol 11 (20) ◽  
pp. 5597 ◽  
Author(s):  
May Portuguez Castro ◽  
Carlos Ross Scheede ◽  
Marcela Georgina Gómez Zermeño
Keyword(s):  
Higher Education ◽  
Innovation Ecosystem ◽  
University Of Texas ◽  
Master Of Science ◽  
Global Innovation ◽  
The Creation ◽  
Impact Of Higher Education ◽  
The University ◽  
The Impact

Entrepreneurship is recognized as an engine for the economy. However, Latin America must promote higher opportunities for the creation of new businesses, especially for technology-based ventures. In this sense, the Center for Global Innovation and Entrepreneurship (CGIE) of the University of Texas at Austin offers a Master of Science in Technology Commercialization (MCCT) that prepares students with methodologies to promote the creation of new businesses in Mexico. This study aims to know the contribution of training to the creation of new companies, and its role in the innovation and the technology transfer processes, from the viewpoint of the participants. This research presents a case study that analyzes the impact of the MCCT through the analysis of the data of a survey answered by 109 former students of this center. Findings show that the methodologies developed by the MCCT allow the creation of technology-based enterprises and entrepreneurial skills in students. This study presents good practices that can be emulated by other countries in the region, as well as recognizing the great value the role of higher education in creating synergies between actors of the innovation ecosystem that strengthen social and economic growth.

scholarly journals The Effects of Training on Sustainable Development Practices in Higher Education: The case of Ibn Tofail University in Kénitra (Morocco)

2021 ◽  
Vol 17 ◽  
pp. 961-972
Author(s):  
Mustapha Kouzer ◽  
Abdelaziz Chaouch ◽  
El Mahjoub Aouane ◽  
Keltoum Rahali ◽  
Noura Ettahir ◽  
...  
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
National Level ◽  
Sample Population ◽  
A Value ◽  
Time Period ◽  
Education Today ◽  
Education Model ◽  
The University ◽  
Pedagogical Approaches

The objective of this article is to study the existing relationship between training and the integration of Sustainable Development (SD) practices in the Moroccan University. The issue at stake is to verify whether the training provided at the level of higher education institutions responds to the various worldwide challenges. In order to respond to the difficulties that impact the higher education model, Moroccan universities are invited to rethink their various approaches so that they can respond to the economic, social, societal and environmental constraints which are constantly evolving. Therefore, these universities must align themselves with the major challenges facing education today[1]. The empirical research method used in this quantitative study is a Likert’s scale based questionnaire. The investigation was carried out on a sample of 134 teachers-researchers of Ibn Tofail University of Kénitra (ITUK) (Morocco). The investigated sample population was surveyed during the time period lasting from February the 1st to May the 31th, 2021. The analysis conducted regarding the results of the ANOVA of the variables reveals that the pedagogical approaches, curriculum and teaching methods are significant except for the teaching activities which display a value of 0.280 higher than the recommended threshold. Consequently, training in higher education can contribute to forging attitudes in the future in line with SD’s requirements by relying on pedagogical approaches. Hence, the University through training should contribute to a sustainable society in order to meet the 17 SD Goals which require that by 2030 all students should have the knowledge, skills and attitudes necessary to promote sustainable development. The results of this research will contribute to the development of new training curricula that meet the requirements of the various SD objectives. We have focused our research on the ITU Kénitra, we believe that our approach will serve as a basis to develop other cases of Moroccan universities to have an overall vision of training curricula converging towards the practices of SD at the Moroccan national level and for a better contribution in the new 2035 nationwide development model[2].

“Come, Let Us Reason Together”: New Research and the Public Good

PMLA ◽  
2018 ◽  
Vol 133 (3) ◽  
pp. 673-677
Author(s):  
Gene Andrew Jarrett
Keyword(s):  
Higher Education ◽  
Public Good ◽  
Diverse Range ◽  
The Public ◽  
True Path ◽  
Education Today ◽  
American Society ◽  
New Research ◽  
Societal Problems ◽  
The University

The university is the prophetic school out of which come the teachers who are to lead democracy in the true path. It is the university that must guide democracy into the new ields of arts and literature and science. It is the university that ights the battles of democracy, its warcry being: “Come, let us reason together.” (Harper 223)For our era, the ability to search and research—sorting, evaluating, verifying, analyzing, and synthesizing abundant information—is an incredibly valuable skill. With the advent of Twitter and fake news, as well as the digitization of vast archives made accessible for the irst time, these active learning skills should have a far larger role in higher education today. (Davidson 88)STUDENTS IN HIGHER EDUCATION SHOULD MASTER RESEARCH TO SOLVE THE GREAT SOCIETAL PROBLEMS OF THE TWENTY-FIRST CENTURY. Research—as Cathy N. Davidson succinctly defines it above—is one of many crucial topics in her compelling new book The New Education. Looking at the literature and data on American universities Davidson describes in her study, I venture that new research could contribute to the public good as long as research universities continue to advance democracy. Theoretical and practical notions of democracy, of course, have evolved remarkably since America's founding, oscillating between the ideological poles of “liberalism” and “illiberalism,” as some pundits have recently put it (Deneen 155–59). For the sense of American democracy anchoring my essay, I have in mind a “deliberative form of politics” that calls on “the demos to reflect upon itself and judge [the efforts of] laws, institutions, and leaders” to maintain the equality of social rights and privileges (Urbinati 16). The democratic prosperity of American society requires an increasingly diverse range of students to conduct new research on behalf of the intellectual and scholarly contributions of universities to the public good.

scholarly journals Using critical pedagogies from adult education to inspire and challenge higher education students

2009 ◽  
Vol 2 (1) ◽  
pp. 80-103
Author(s):  
Karima Kadi-Hanifi
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Adult Literacy ◽  
Interactive Methods ◽  
Education Students ◽  
Learning And Teaching ◽  
Speakers Of Other Languages ◽  
Education Today ◽  
Methods Of Learning ◽  
The University

This interdisciplinary paper is about applying Adult Education methods of learning and teaching to higher education. I argue that higher education students need to be stimulated via interactive methods that improve their motivation and lead them to question the value system/s that exist around them. A Freirean approach as used in the teaching of Adult Literacy and English for Speakers of Other Languages (ESOL) was applied to a group of 'elite' students at the University of Birmingham who were taking a language foundation course. As a sociolinguist and ESOL practitioner from a black perspective, I argue that the understanding of concepts of language and racism, imperialism and social class can best be facilitated using such an approach. Taking groups of students through this learning journey is challenging for higher education practitioners and the results add a relatively new dimension to the collective reflection on learning and teaching in higher education today.

scholarly journals Assessment of students’ learning outcomes in the EHEA: their practices, preferences and evolution

2013 ◽  
Vol 3 (3) ◽  
pp. 181-194
Author(s):  
Javier Argos ◽  
Pilar Ezquerra ◽  
José Manuel Osoro ◽  
Laurentino Salvador ◽  
Ana Castro
Keyword(s):  
Higher Education ◽  
University Students ◽  
Learning Outcomes ◽  
Educational Research ◽  
Learning Assessment ◽  
Learning Approach ◽  
Learning Approaches ◽  
Institutional Contexts ◽  
European Higher Education ◽  
The University

The European Higher Education Area implies, at least theoretically, substantial changes in the developed educational approaches specified in several areas. Among these the assessment of students’ learning is the focus of this article. The approaches and results that are exposed here are framed in an Educational Research Project entitled “Learning approaches of the university students, teaching strategies and institutional contexts to the beginning, half and end of career in the process of implantation of the new degrees”. Specifically, we focus on the learning assessment, analyzing both the formats or modalities of this kind of evaluation as well as the preferences which the students have concerning them in the context of different courses and university degrees. Furthermore, we try to somewhat clarify how these preferences could vary depending on the learning approach of each student (deep or superficial) and, also, on the students' evolution along the different courses of their degree.

Characteristics of PETE Doctoral Level Institutions: Descriptions of Programs, Faculty and Doctoral Students

2011 ◽  
Vol 30 (2) ◽  
pp. 103-115 ◽  
Author(s):  
B. Ann Boyce ◽  
G. Linda Rikard
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Demographic Data ◽  
Doctoral Program ◽  
Data Sets ◽  
Doctoral Graduates ◽  
Doctoral Level ◽  
Emerging Trends ◽  
Pete Programs ◽  
Program Characteristics

The present study of Doctoral PETE programs provided an extensive description of demographic data which included: (a) doctoral program characteristics, (b) faculty, and (c) doctoral graduates. Several data sets from the academic years of 2005–06 and 2008–09 as well as selected summary data from 1996–97 through 2008–09 were used to make comparisons and identify emerging trends. The number of 23 doctoral programs (2008–09) has decreased slightly compared with the 24 programs in 2005–06. Information on faculty and doctoral student ethnicity revealed that doctoral graduates were more diverse than D-PETE faculty. Almost 90% of doctoral graduates enter positions in higher education. There was a slight increase in the number of doctoral students who matriculated over time. Lastly, our graduates including non U.S. graduates are extremely marketable because of the high demand for pedagogists in higher education.

scholarly journals Assessment of students’ learning outcomes in the EHEA: their practices, preferences and evolution

2013 ◽  
Vol 3 (3) ◽  
pp. 181-194
Author(s):  
Javier Argos ◽  
Pilar Ezquerra ◽  
José Manuel Osoro ◽  
Laurentino Salvador ◽  
Ana Castro
Keyword(s):  
Higher Education ◽  
University Students ◽  
Learning Outcomes ◽  
Educational Research ◽  
Learning Assessment ◽  
Learning Approach ◽  
Learning Approaches ◽  
Institutional Contexts ◽  
European Higher Education ◽  
The University

The European Higher Education Area implies, at least theoretically, substantial changes in the developed educational approaches specified in several areas. Among these the assessment of students’ learning is the focus of this article. The approaches and results that are exposed here are framed in an Educational Research Project entitled “Learning approaches of the university students, teaching strategies and institutional contexts to the beginning, half and end of career in the process of implantation of the new degrees”. Specifically, we focus on the learning assessment, analyzing both the formats or modalities of this kind of evaluation as well as the preferences which the students have concerning them in the context of different courses and university degrees. Furthermore, we try to somewhat clarify how these preferences could vary depending on the learning approach of each student (deep or superficial) and, also, on the students' evolution along the different courses of their degree.

Everyday Political Whiteness and Diversity University

2019 ◽  
Vol 6 (2) ◽  
Author(s):  
Mohan Ambikaipaker
Keyword(s):  
Higher Education ◽  
Cultural Context ◽  
Face To Face ◽  
Paradoxical Situation ◽  
Abstract Principle ◽  
Peace And Justice ◽  
The Social ◽  
Diversity In Higher Education ◽  
Education Today ◽  
The University

There is a paradoxical situation in higher education today: the discourse around the concept of “diversity” has become widely institutionalized, but advocates of equality still struggle to operate within a broader and deeper racialized political and everyday cultural context that is hostile to their success. A besieged current climate for the hopes and projects of pluralism, social equality, peace, and justice imbues the higher education concept and discourse of diversity with an enhanced aura of progressive institutional value and perhaps even a residual locus of political hope. The vast majority of academic workers would not, in the abstract principle, object to the general good of diversity and educational pluralism, even as ideological and political currents may differ. Daily encounters with students and face-to-face relationships, in teaching, mentoring, or advising situations, provide many regular opportunities to engage with the lived experiences of diversity but often within an antagonistic context, where hierarchical institutions routinely place inclusion and equality as subordinate priorities in relation to other values, goals, and projects. As Sara Ahmed notes, “Diversity work is hard because it can involve doing within institutions what would not otherwise be done by them. . . . The social desire to institutionalize diversity does not mean the institution is opened up; indeed, the wall might become all the more apparent, all the more a sign of immobility, the more the institution presents itself as being opened up.” Diversity in higher education is therefore a moral and polemical concept that points to a tacit awareness and often grudging collective recognition, despite the prevailing political mood, that the university as it is currently configured is a place of injustice and inequality and in need of social change.

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