Scholarship and Supercomplexity

2020 ◽  
pp. 263-282
Author(s):  
Kerri-Lee Krause
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Academic Work ◽  
Policy Implications ◽  
Policy Makers ◽  
Education Environment

In this chapter, links between the constructs of scholarship and supercomplexity in higher education are examined, along with policy implications. Boyer's holistic, joined-up conceptualization of scholarship is recognised as seminal, yet in many cases, application of his work has led to fragmentation of academic work in an already-fractured, supercomplex higher education environment. The scene is set by considering a range of dimensions of the scholarship construct within higher education. Particular emphasis is placed on scholarship as it relates to academic roles and identities. In this section, account is also taken of the challenges encountered by faculty, managers, and policy-makers alike in drawing connections and distinctions between scholarship and research in academic work. Consideration then shifts to implications for higher education policy and policy-makers at the macro – national and international, meso-institutional, and micro-departmental and individual levels.

scholarly journals What about Provincial Institutions in Higher Education Policy in India?

2018 ◽  
pp. 26
Author(s):  
Anamika Srivastava ◽  
Nandita Koshal
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Higher Education Institutions ◽  
Policy Makers

In this article, we take stock of provincial higher education institutions in India, which—advertently or not—have not yet caught the attention of policy makers. However, these institutions employ the majority of the teachers and cater to the needs of the majority of students in the country.

Linguists and language workers

2021 ◽  
Vol 16 (1) ◽  
pp. 29-50
Author(s):  
Veronika Koller
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Academic Language ◽  
Knowledge Exchange ◽  
Academic Work ◽  
Academic Values ◽  
Conversational Interaction ◽  
Interview Situation ◽  
Academic Interests

In this paper, I address two connected topics: firstly, the relationships between linguists working in academia and language professionals, such as communication managers and consultants, in other sectors; and secondly, how a strong emphasis on knowledge exchange and impact in British higher education policy has led to increased collaboration between academic and non-academic language workers, but also to a realignment of traditional academic values with the interests of practitioners. The investigation is partly based on published reflections – mostly by linguists – on collaborating with (language) professionals in other sectors, and partly on insights from 13 interviews with language workers in consulting, communications and campaigning. The interviews are manually analysed for thematic categories and, where relevant, for pragmatic meanings in the context of the interview situation and conversational interaction. Findings suggest conflicts around registers and timescales, along with concerns over data and the relevance of academic interests. Crucially, language professionals show little concern about collaborating with academics, leading to an imbalance in interests. I supplement the evidence with personal observations on the opportunities and obstacles that are present when straddling academic and non-academic work, as well as with a discussion of how a unidirectional realignment of values changes the nature of academic work.

Cloud Computing in Higher Education

2012 ◽  
pp. 1672-1685
Author(s):  
P. Sasikala
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Cloud Computing ◽  
Rural Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Computer Users ◽  
Classroom Experiences ◽  
Policy Makers ◽  
The Status

Cloud Computing promises novel and valuable capabilities for computer users and is explored in all possible areas of information technology dependant fields. However, the literature suffers from hype and divergent definitions and viewpoints. Cloud powered higher education can gain significant flexibility and agility. Higher education policy makers must assume activist roles in the shift towards cloud computing. Classroom experiences show it is a better tool for teaching and collaboration. As it is an emerging service technology, there is a need for standardization of services and customized implementation. Its evolution can change the facets of rural education. It is important as a possible means of driving down the capital and total costs of IT. This paper examines and discusses the concept of Cloud Computing from the perspectives of diverse technologists, cloud standards, services available today, the status of cloud particularly in higher education, and future implications.

scholarly journals Aligning the times: Exploring the convergence of researchers, policy makers and research evidence in higher education policy making

2020 ◽  
pp. 003452372092067
Author(s):  
Karen Smith ◽  
Scott Fernie ◽  
Nick Pilcher
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Policy Making ◽  
Research Evidence ◽  
Policy Networks ◽  
Policy Makers ◽  
The Times ◽  
Depth Interviews ◽  
Research And Policy

The complexity of contemporary higher education policy making and the multitude of evidences and actors in policy networks mean that relationships between higher education researchers, policy makers and research evidence are not straightforward. In this article, we use a theoretical lens of time, Adams’ Timescapes, to explore this relationship and better understand why the research and policy worlds are frequently described as divided. Drawing on in-depth interviews with higher education researchers, policy makers and research funders, we show how research and policy have different interpretations of time. We discuss the Timeframes, or lengths, of work and career, the Temporality, or complexity, of ‘evidence’, of networks and relationships, and the importance of elements such as Timing, or synchronisation, and Tempo, or pace. We conclude that policy makers and higher education researchers may be better able to make sense of the problematic nature of aligning their concerns, interests and actions through understanding different Timescapes.

Cloud Computing in Higher Education

2013 ◽  
pp. 83-96
Author(s):  
P. Sasikala
Keyword(s):  
Higher Education ◽  
Information Technology ◽  
Cloud Computing ◽  
Rural Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Computer Users ◽  
Classroom Experiences ◽  
Policy Makers ◽  
The Status

Cloud Computing promises novel and valuable capabilities for computer users and is explored in all possible areas of information technology dependant fields. However, the literature suffers from hype and divergent definitions and viewpoints. Cloud powered higher education can gain significant flexibility and agility. Higher education policy makers must assume activist roles in the shift towards cloud computing. Classroom experiences show it is a better tool for teaching and collaboration. As it is an emerging service technology, there is a need for standardization of services and customized implementation. Its evolution can change the facets of rural education. It is important as a possible means of driving down the capital and total costs of IT. This paper examines and discusses the concept of Cloud Computing from the perspectives of diverse technologists, cloud standards, services available today, the status of cloud particularly in higher education, and future implications.

scholarly journals What about Provincial Institutions in Higher Education Policy in India?

2018 ◽  
pp. 26-28
Author(s):  
Anamika Srivastava ◽  
Nandita Koshal
Keyword(s):  
Higher Education ◽  
Education Policy ◽  
Higher Education Policy ◽  
Higher Education Institutions ◽  
Policy Makers

In this article, we take stock of provincial higher education institutions in India, which—advertently or not—have not yet caught the attention of policy makers. However, these institutions employ the majority of the teachers and cater to the needs of the majority of students in the country.

Using an Act-Based Merit-Index to Predict Between-Year Retention

2003 ◽  
Vol 5 (1) ◽  
pp. 71-87 ◽  
Author(s):  
Robert D. Reason
Keyword(s):  
Higher Education ◽  
High School ◽  
Higher Education Policy ◽  
Policy Implications ◽  
Composite Score ◽  
Policy Makers ◽  
Retention Models ◽  
Second Year ◽  
The One ◽  
The Relationship

This study examined the efficacy of an ACT-based merit index (ACT-index) in predicting the first-to-second-year retention of undergraduate college students. The ACT-index quantifies the relationship between students' ACT Composite score and the average ACT Composite score of their high school classmates. Higher education policy makers have proposed the use of merit-indices, similar to the one examined in this article, to predict retention as a way to increase diversity and combat anti-Affirmative Action trends. Results indicated that the ACT-index, although a significant predictor of retention, failed to predict retention as well as the ACT-Composite score. Evidence, however, indicates that further exploration into retention models that utilize merit-indices is warranted. Policy implications of these findings are discussed.

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