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 Higher Education, Community Engagement, and the Public Good: Building the Future of Continuing Education in Canada

2009 ◽  
Vol 35 (2) ◽  
Author(s):  
Budd L. Hall
Keyword(s):  
Higher Education ◽  
Continuing Education ◽  
Community Engagement ◽  
Public Good ◽  
Well Being ◽  
Community Based ◽  
Community Based Research ◽  
The Public ◽  
University Engagement ◽  
University Community

This article is about the potential for university-community engagement to serve the public good by transforming the health and well-being of our communities. It documents contemporary expressions of and renewed calls for community university engagement. It includes a detailed treatment of community based research, discussed in the overall context of community-university engagement. The article also explores some other important and growing dimensions of community university engagement, including the development of structures for the support of community-based research and community-service learning. It concludes with an argument that university-community engagement, while not the only current trend in higher education that affects our work in continuing education, is nonetheless a very important new development in which continuing education has much to offer and much to gain.

The New Education and the Old

PMLA ◽  
2018 ◽  
Vol 133 (3) ◽  
pp. 707-714 ◽  
Author(s):  
Cathy N. Davidson
Keyword(s):  
Higher Education ◽  
Public Good ◽  
The Public ◽  
The University ◽  
New Education

I am deeply grateful to wai chee dimock for organizing this feature and to the distinguished scholars who have given generously of their time and attention to address the issues raised and solutions offered by The New Education: How to Revolutionize the University to Prepare Students for a World in Flux. No reader of PMLA needs to be reminded that our discipline and our departments are under duress, our majors plummeting just as we are being asked to teach more service courses with higher numbers of students and fewer faculty lines. his is a bleak time in higher education and for our field. Yet it is inspiring to witness the dedication and seriousness of all those fighting for higher education as a public good while also working to ensure that higher education addresses the needs of the public.

“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 The Roles of Foundations and Universities in Redevelopment Planning

2018 ◽  
Vol 29 (2) ◽  
Author(s):  
Laurie A. Walker ◽  
Jean F. East
Keyword(s):  
Higher Education ◽  
Social Work ◽  
Public Good ◽  
Blind Spot ◽  
Associate Professor ◽  
Negative Consequences ◽  
The Public ◽  
The Government ◽  
School Of Social Work ◽  
The University

Laurie A. Walker, the 2017 recipient of the Ernest A. Lynton Award for the Scholarship of Engagement, is an Associate Professor in the School of Social Work at the University of Montana. Together with her co-author, Dr. Jean F. East, Professor in the Graduate School of Social Work at the University of Denver, they have raised, in this piece, an important and insightful critical lens on the implications of higher education institutions’ “engagement” with their local communities. It looks deeply into the implications of the “blind spot” identified by Baldwin (2017), which “comes largely from the assumption that higher education, while hypnotized by corporate power, is still an inherent public good, most clearly marked by its tax-exempt status for providing services that would otherwise come from the government.” They examine how campuses may be deeply involved in the local urban area and also advancing a self-interest that may not be a public interest – through gentrification, and through what Baldwin calls “noneducational investments in real estate, policing, and labor” that “can carry negative consequences for neighborhoods of color.” Walker and East are asking us to more closely examine how campuses can get so involved in the cities of which they are a part as to be a dominant force that does not advance the public good, but the good of the campus. This is a dilemma and a question that many of the CUMU member campuses have already faced or may face in the coming years, and goes to the heart of the public good of higher education in a neoliberal age.   —John Saltmarsh, University of Massachusetts, Boston

scholarly journals Outcome Summary of the International Experience in Developing the Financial Resources of Universities

2021 ◽  
pp. 121-124
Author(s):  
Abdulrahman Obaid AI-Youbi ◽  
Adnan Hamza Mohammad Zahed ◽  
Abdullah Atalar
Keyword(s):  
Higher Education ◽  
Tertiary Education ◽  
Well Being ◽  
Financial Resources ◽  
Economic Returns ◽  
University System ◽  
The Public ◽  
The World ◽  
Excellence In Education ◽  
The University

AbstractIt is widely believed that economic returns of tertiary education to the public are much higher than those in other sectors of the economy. Excellence in education and research, therefore, is an important factor for the welfare of countries. To improve the well-being of their citizens, governments invested heavily in higher education. The number of higher education institutes in the world has reached 18,000, and as a result, a larger fraction of people is getting tertiary education degrees. The expansion of the university system required a corresponding increase in the funding.

Japan’s higher education and the public good

2021 ◽  
Author(s):  
Futao Huang ◽  
Tsukasa Daizen ◽  
Lilan Chen ◽  
Kiyomi Horiuchi
Keyword(s):  
Higher Education ◽  
Public Good ◽  
The Public

Attending to the Teacher in the Teaching: Prioritizing Faculty Well-Being

2021 ◽  
pp. 1-10
Author(s):  
Brianne H. Roos ◽  
Carey C. Borkoski
Keyword(s):  
Higher Education ◽  
Professional Learning ◽  
Well Being ◽  
Review Article ◽  
Faculty Members ◽  
High Expectations ◽  
The People ◽  
History Of ◽  
The Individual ◽  
The University

Purpose The purpose of this review article is to examine the well-being of faculty in higher education. Success in academia depends on productivity in research, teaching, and service to the university, and the workload model that excludes attention to the welfare of faculty members themselves contributes to stress and burnout. Importantly, student success and well-being is influenced largely by their faculty members, whose ability to inspire and lead depends on their own well-being. This review article underscores the importance of attending to the well-being of the people behind the productivity in higher education. Method This study is a narrative review of the literature about faculty well-being in higher education. The history of well-being in the workplace and academia, concepts of stress and well-being in higher education faculty, and evidence-based strategies to promote and cultivate faculty well-being were explored in the literature using electronic sources. Conclusions Faculty feel overburdened and pressured to work constantly to meet the demands of academia, and they strive for work–life balance. Faculty report stress and burnout related to excessively high expectations, financial pressures to obtain research funding, limited time to manage their workload, and a belief that individual progress is never sufficient. Faculty well-being is important for the individual and in support of scholarship and student outcomes. This article concludes with strategies to improve faculty well-being that incorporate an intentional focus on faculty members themselves, prioritize a community of well-being, and implement continuous high-quality professional learning.

scholarly journals Theology and higher education: The place of a Faculty of Theology at a South African university

2016 ◽  
Vol 72 (4) ◽  
Author(s):  
Jaco Beyers
Keyword(s):  
Higher Education ◽  
South African ◽  
Well Being ◽  
Interreligious Dialogue ◽  
Faith Communities ◽  
African Society ◽  
Tertiary Institutions ◽  
South African Society ◽  
University Of Pretoria ◽  
The University

In 2017, the Faculty of Theology celebrates its centenary at the University of Pretoria. Celebrating a centennial is as much as looking back as looking forward. In a changing world with changing paradigms how does one remain relevant? Different challenges and expectations presented to tertiary institutions of education in a new dispensation puts all concerned with higher education in South Africa under pressure. The question addressed in this article is how will a Faculty of Theology (in this case at the University of Pretoria) remain relevant to such an extent that it is continued to be viewed as desirable to have such a faculty present at a university, participating in the academic process and simultaneously continues to contribute to the well-being of the South African society. The author suggests the following guidelines for consideration. In order to remain relevant for the next couple of hundred years the Faculty of Theology should engage contextually with society, practise interdisciplinary Theology, engage in interreligious dialogue while still remaining connected to faith communities. A paradigm of post-foundationalism enables Theology to exercise Theology in a relevant and meaningful manner.

scholarly journals Development of cooperation in Belarus and formation of personnel potential of the Belarusian State University in the 1920s

2021 ◽  
pp. 71-79
Author(s):  
Siarhei M. Khodzin
Keyword(s):  
Higher Education ◽  
Well Being ◽  
Economic Thought ◽  
Teaching Staff ◽  
State University ◽  
Scientific Schools ◽  
The Status ◽  
The University ◽  
University Science

The relevance of the problems of cooperative construction in the formation of Belarusian scientific schools is determined. The role of the Belarusian State University in the development of problems of cooperation in the 1920s is characterised. The activity of S. L. Pevsner as a representative of the economic thought of the 1920s is studied. In the perspective of «history through personality», the problems of the formation of the personnel potential of Belarusian State University are revealed. The relations between the management and the teaching staff of the university, the status and issues of material well-being of teachers invited to Belarusian State University are characterised. The conclusion is made about a significant personnel shortage and the presence of serious competition in the personnel sphere of university science in the 1920s with the development of higher education in the USSR.

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