Experiences of Black African International Faculty at American Higher Education Institutions

2021 ◽  
pp. 19-32
Author(s):  
Susan Boafo-Arthur ◽  
Linda Tsevi
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
International Faculty ◽  
Black African ◽  
American Higher Education

The Diverse US Higher Education System

2017 ◽  
Author(s):  
Robert B. Archibald
Keyword(s):  
Higher Education ◽  
Education System ◽  
Liberal Arts ◽  
Higher Education Institutions ◽  
Colleges And Universities ◽  
Striking Feature ◽  
Public And Private ◽  
Higher Education System ◽  
American Higher Education ◽  
System P

The American higher education system consists of over 4,700 institutions educating over twenty-one million students. The most striking feature of this system is its diversity. There is no “typical college.” Much of the story about the future of America’s four-year higher education institutions is found in their differences, not their similarities. Schools are public and private, large and small, elite and open enrollment, tuition dependent and well endowed, liberal arts oriented and vocational. The challenges facing America’s colleges and universities will affect the diverse parts of this system in very different ways. Generalizing about this system can be very dangerous.

scholarly journals Talent Management Programmes at British, American and Canadian Universities: Comparative Study

2015 ◽  
Vol 5 (4) ◽  
pp. 68-72 ◽  
Author(s):  
Maryna Boichenko
Keyword(s):  
Higher Education ◽  
Great Britain ◽  
Human Resources ◽  
Higher Education Institutions ◽  
Talent Development ◽  
Talent Management ◽  
Canadian Universities ◽  
Business Operation ◽  
American Higher Education ◽  
The Usa

Abstract The article deals with the peculiarities of talent management programmes implementation at the top British, American and Canadian universities. The essence of the main concepts of research - talent and talent management - has been revealed. Talent management is referred to as the systematic attraction, identification, development, engagement, retention and deployment of those individuals who are of particular value to an organization, either in view of their “high potential” for the future or because they are fulfilling business/ operation-critical roles. The factors that drive the development of talent management at the universities have been defined. The benefits that can be obtained as a result of talent management programmes implementation in higher education institutions have been pointed out. The differences in talent management programmes implementation at the universities of Great Britain, the USA and Canada have been found out. These differences depend mainly on the human resources policy of the institution represented in its strategic plan. It has been concluded that most top British and American higher education institutions run talent development programmes, but the target categories and forms of their implementation greatly differ. Canadian universities in the human resources policy focus on professional development of staff and faculty, but do not have special talent management programmes. Progressive conceptual ideas of foreign experience that can be used in practice of Ukrainian universities have been considered.

scholarly journals Ética, Desarrollo Sostenible y Responsabilidad Social desde la docencia en instituciones de educación superior latinoamericanas

2022 ◽  
Vol 4 (8) ◽  
Author(s):  
Fabiola García Rangel ◽  
Rosa Vega Cano ◽  
François Vallaeys
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Latin American ◽  
Higher Education Institutions ◽  
University Teaching ◽  
Educación Superior ◽  
Educacion Superior ◽  
American Higher Education ◽  
Palabras Clave ◽  
America Latina

El presente documento muestra los resultados de un análisis de las reflexiones vertidas por docentes y funcionarios universitarios de ocho países de América Latina, quienes participaron en las dos ediciones de un diplomado internacional, producto de la colaboración entre la Unión de Responsabilidad Social Universitaria Latinoamericana (URSULA) y la Universidad Michoacana de San Nicolás de Hidalgo, cuyo eje de trabajo fue el análisis del impacto que tiene la labor docente sobre el desarrollo sostenible. El estudio se desarrolló desde un enfoque mixto. Mediante un análisis de contenido se analizaron cualitativamente 410 contribuciones realizadas por quienes participaron en el diplomado y, posteriormente, se llevó a cabo un análisis de frecuencias para cuantificarlas en torno a los ámbitos y metas del Modelo de Responsabilidad Social Universitaria propuesto por URSULA. El trabajo concluye señalando que la docencia universitaria debe ser revalorada, en términos de su contribución al desarrollo sostenible, pues a través de su ejercicio se materializa la pertinencia social de la formación profesional mediante el desarrollo de prácticas y contenidos que acerquen al estudiantado a la realidad económica, social y ambiental en que viven. Palabras clave: Ethics, Sustainable Development and Social Responsability from university teaching in Latin American higher education institutions

Voices in the Desert

2021 ◽  
pp. 1118-1132
Author(s):  
Xeturah M Woodley
Keyword(s):  
Higher Education ◽  
Black Women ◽  
Women Educators ◽  
North American ◽  
Higher Education Institutions ◽  
Snowball Sampling ◽  
Structured Interviews ◽  
Professional Experiences ◽  
American Higher Education ◽  
Black Women Educators

The experiences of Black women educators are important, and yet their personal and professional experiences are rarely included as part of the faculty narrative at most North American higher education institutions. The continued normalization of White Supremacy and androcentricity, within North American higher education, maintain systems of oppression that perpetuate the systematic marginalization of Black women within the faculty ranks. The purpose of this study was to understand the experiences of Black women educators in New Mexico's higher education institutions. With a grounding in Black Womanist and Critical Race Theories, this qualitative research study employed snowball sampling as a means to engage ten Black women faculty members, via semi-structured interviews, in critical inquiry about their professional experiences with higher education. Study participants testified about experiences with microaggressions, discrimination, and racial battle fatigue as well as feeling intellectual, campus, and community isolation.

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