MOOCs and the Challenges They Pose to Higher Education

2019 ◽  
pp. 253-278
Author(s):  
Victor Wang ◽  
Linda Ellington
Keyword(s):  
Higher Education ◽  
Colleges And Universities ◽  
Lifespan Development ◽  
Institutions Of Higher Education ◽  
Replacement Rate ◽  
Societal Adaptation

Technologies come and go at an alarming rate, and the length of time any one technology exists before being supplanted by a newer technology is growing even shorter. In colleges and universities, this rapid technological replacement rate can hold immense implications for both the development and delivery of education. When technology transience is considered, institutions of higher education look at how specific incarnations of technology come and go, the length of time they are in existence, and their use within a given context. And because education has historically been so closely intertwined with technology, it becomes an investigation into not only education but also lifespan development, societal adaptation, and a myriad of other factors in which technology driven international universities will exist and or cease to exist.

Transcollegial leadership: a new paradigm for leadership

2018 ◽  
Vol 32 (1) ◽  
pp. 57-70
Author(s):  
David J. Burns ◽  
Debra Mooney
Keyword(s):  
Higher Education ◽  
Dynamic Environment ◽  
Colleges And Universities ◽  
Alternative Form ◽  
Institutions Of Higher Education ◽  
New Paradigm ◽  
Content Type ◽  
Leadership In Higher Education ◽  
Education Today ◽  
Individual Self

Purpose The increasing complexity of higher education has led to the need for a different type of leader that transcends traditional boundaries and individual self-interest. The purpose of this paper is to propose an alternative form of leadership consistent with the unique challenges faced by institutions of higher education today. Design/methodology/approach First, existing research on leadership is explored. Particular attention is placed on identifying the applicability of the primary leadership approaches to the unique organizational environment typically found in institutions of higher education. Transcollegial leadership is then developed as an alternative form of leadership better suited to colleges and universities in today’s dynamic environment. Findings After examining the inadequacies of existing forms of leadership in higher education, transcollegial leadership is introduced as the process involved in leaders systematically, but informally, relating to persons and groups of equivalent authority in different areas of an institution of higher education for its betterment and the advancement of its mission, not for person gain. Practical implications It appears that transcollegial leadership may be specifically suited for institutions of higher education given their unique organizational structure. Transcollegial leadership permits colleges and universities to better utilize the skills and expertise of their members. The skills and expertise of transcollegial leaders not only benefit their home organizational units, but can benefit the entire organization. Originality/value The paper examines a different approach to leadership to aid colleges and universities in facing the challenges of a rapidly changing and increasingly competitive environment.

Race for Social Justice in Higher Education

2022 ◽  
pp. 138-156
Author(s):  
Bryan Q. Patterson
Keyword(s):  
Higher Education ◽  
United States ◽  
Social Justice ◽  
High Education ◽  
Mission Statements ◽  
Colleges And Universities ◽  
Systematic Change ◽  
Institutions Of Higher Education ◽  
New Model

In the last decade, there has been a greater focus on social justice concerns in United States. These concerns include addressing situations of racism, microaggressions, and racial injustices. As a result of these concerns, the need for social justice has become more apparent for institutions of higher education to adjust and rethink how they become more inclusive and provide more equitable opportunities for all stakeholders. Institutions of higher education are being pushed into unfamiliar territory, and the role of academics and high education institutions will need to be redefined in a new model of true systematic change and policy overhaul. How do institutions of higher education (colleges and universities) become more accountable in reshaping their purpose and mission statements through the lens of social justice and inclusivity? This chapter will generate insights and illuminate ongoing institutional conversations regarding the successful adoption of social justice frameworks and practices in the foundations of higher education.

scholarly journals AGE-FRIENDLY UNIVERSITIES: POSSIBILITIES AND POWER IN CAMPUS CONNECTIONS

2019 ◽  
Vol 3 (Supplement_1) ◽  
pp. S422-S422
Author(s):  
Joann M Montepare
Keyword(s):  
Higher Education ◽  
Community Engagement ◽  
Colleges And Universities ◽  
Global Network ◽  
Institutions Of Higher Education ◽  
Approaches To Teaching ◽  
New Approaches ◽  
International Team ◽  
Guiding Principles ◽  
Changing Demographics

Abstract Populations are aging locally, nationally, and globally – and challenging institutions of higher education to consider how they can respond to these changing demographics through new approaches to teaching, research, and community engagement. The Age-Friendly University (AFU) initiative was recently launched by an international team convened by Dublin City University, and endorsed by the Academy for Gerontology in Higher Education (AGHE). The AFU concept and 10 guiding principles provide a guiding campus-wide framework that colleges and universities can use for distinguishing and evaluating age-friendly programs and policies, as well as identifying institutional gaps and opportunities for growth. To date, over 45 institutions have joined the AFU global network. This presentation will describe how collaborations across aging-focused programs and campus units devoted to diversity, community engagement, professional studies, and related educational efforts offer prime opportunities to build and sustain an AFU vision.

scholarly journals Global competence of employees in Hispanic Enterprises in the south of United States

2017 ◽  
Vol 8 (15) ◽  
Author(s):  
Mónica Blanco Jiménez ◽  
Juan Rositas Martínez ◽  
Francisco Javier Jardines Garza
Keyword(s):  
Higher Education ◽  
United States ◽  
The United States ◽  
Colleges And Universities ◽  
Global Market ◽  
Global Competence ◽  
Institutions Of Higher Education ◽  
Global Competency ◽  
Common Assumption ◽  
High Level

Abstract. Developing interculturally competent students who can compete successfully in the global market is one of the challenges for institutions of higher education in the United States. Some researchers think that Colleges and universities must make a deeper commitment to prepare globally competent graduates. A common assumption is that the processes by which people are educated need to be broadly consistent with the way in which organizationsoperate in a globalizing environment. With this in mind, we turned to managers of Hispanic enterprises to report whether they believed their employees possess the knowledge, skills, attitudes, and experiences deemed necessary for attaining global competency. We developed a questionnaire based on one created by Hunter (2004) to measure global competencies. We sent them to managers of some Hispanic enterprises who are members of the Tucson Hispanic Chamber of Commerce. In our results we found that employees of the Hispanic enterprises that were targeted do not generally have a high level of global competenceaccording to our indicators.Keywords: education, global competence, Hispanic enterprisesResumen. Desarrollar competencias inter-culturales en los estudiantes que tienen que competir con éxito en el mercado global es uno de los retos para las instituciones de educación superior en los Estados Unidos. Algunos investigadores señalan que las universidades deben asumir un compromiso más profundo para preparar de una manera competente a los graduados a nivel mundial. Una propuesta común es que los procesos por  los cuales las personas son educadas deben ser ampliamente consistentes con la manera en que las organizaciones operan en un entorno globalizado. Basado en estas suposiciones en este proyecto de investigación se pregunto a los gerentes de empresas hispanas si consideraban que sus empleados tenían los conocimientos, habilidades, actitudes y experiencias suficientes para considerarlos globalmente competentes. Para esto se desarrollo un cuestionario creado por Hunter (2004) para medir las competencias globales. Se enviaron a los gerentes de algunas empresas hispanas que son miembros de la Cámara de Comercio Hispana e la Cd. De Tucson, Arizona. En los resultados se encontró que los empleados de la gran parte de estas empresas no presentaban un alto nivel de competencias globales de acuerdo a los indicadores mundiales.Palabras clave: competencias globales, educación, empresas hispanas 

Framing the Conversation

2018 ◽  
pp. 131-140
Author(s):  
Holden Thorp ◽  
Buck Goldstein
Keyword(s):  
Higher Education ◽  
Cross Section ◽  
Colleges And Universities ◽  
Vested Interest ◽  
Institutions Of Higher Education ◽  
Policy Makers ◽  
The Public

The conversation around rebuilding the partnership between America and its colleges and universities will be different each time it is undertaken. What is important is to get all with a vested interest around the table for a fact-based conversation. This includes students, faculty, administrators and policy makers including politicians. It is particularly important to involve a true cross-section of the public including those that feel universities have traditionally looked down on them, In general, universities need to do more to make the public welcome in order to dispel the elitist ethic that is often projected by institutions of higher education

Higher Education and the Public, Private and Non-Profit Sectors

2003 ◽  
Vol 17 (4) ◽  
pp. 251-256 ◽  
Author(s):  
Aaron W. Hughey
Keyword(s):  
Higher Education ◽  
Economic Development ◽  
Colleges And Universities ◽  
Business Leaders ◽  
Institutions Of Higher Education ◽  
Collaborative Partnerships ◽  
Local Economies ◽  
Non Profit ◽  
The Public ◽  
The World

Institutions of higher education throughout the world are increasingly aware of the importance of working more systematically and productively with community and business leaders in order to create better local economies and, ultimately better societies. This article presents an overview of how colleges and universities can assist with the identification and implementation of specific strategies for enhancing the economic development of the regions in which they are located. Also included is a discussion of the emerging advantages associated with developing these kinds of collaborative partnerships, as well as a brief overview of the major approaches to regional economic development.

scholarly journals 50 Shades of Green: An Examination of Sustainability Policy on Canadian Campuses

2015 ◽  
Vol 45 (4) ◽  
pp. 81-100 ◽  
Author(s):  
Philip Vaughter ◽  
Tarah Wright ◽  
Yuill Herbert
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Colleges And Universities ◽  
Public Institutions ◽  
Postsecondary Institutions ◽  
Director General ◽  
Institutions Of Higher Education ◽  
Sustainability Initiatives ◽  
Sustainability Policy ◽  
Environment Sustainability

Koichiro Matsuura, Director-General of UNESCO, asserts that education is one of the most effective instruments that society can employ in the effort to adopt sustainable development. This paper is a first effort to explore the degree to which Canadian institutions of higher education, including colleges and universities, have embraced this assertion. It includes the first census of the existing environment/sustainability policies and/or plans of Canadian postsecondary institutions (n = 220), and an examination of the relationships between the existence of an environment/sustainability policy/plan and the presence of other sustainability initiatives on campus. The focus on policies and plans is timely because in public institutions like colleges and universities, actions and practices are determined by policy. The results reveal a number of patterns and insights, including, for example, the influence of provincial legislation on the uptake of policies.  

Building Open-Source Resources for Online Learning in a Higher Education Environment

2013 ◽  
pp. 115-135
Author(s):  
Shalin Hai-Jew
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Open Source ◽  
Colleges And Universities ◽  
Institutions Of Higher Education ◽  
Digital Learning ◽  
Education Environment ◽  
The Us ◽  
And Training ◽  
Open Source Development

Faculty, administrators, and staff at institutions of higher education are singularly well poised to create open-source digital learning contents. Creating open-source digital learning contents seems to fit with a university’s mission and the education paradigm of sharing knowledge and training up others to move a domain field forward. Indeed, they have contributed to many open-source endeavors. While individual open-source development endeavors may require a relatively light investment by colleges and universities, the work of building open-source resources involves significant planning in order to support the endeavor in an organized way on a campus. This chapter introduces some of the known challenges and methods to building open-source resources for online learning in the higher education environment in the US.

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