scholarly journals Academic Drift in Canadian Institutions of Higher Education: Research Mandates, Strategy, and Culture

2018 ◽  
Vol 48 (2) ◽  
pp. 92-108
Author(s):  
Lane D. Trotter ◽  
Amy Mitchell
Keyword(s):  
Higher Education ◽  
Degree Completion ◽  
Institutions Of Higher Education ◽  
Institutional Governance ◽  
Post Secondary ◽  
Academic Drift ◽  
Secondary Systems ◽  
Community Pressure ◽  
The University ◽  
Market Pressures

As with higher-education institutions around the world, British Columbia (BC) and Ontario are increasingly faced with demographic and market pressures that erode the traditional difference between the university and non-university sectors (i.e., colleges and institutes). Key components that ensure these provinces’ institutions preserve their unique roles and differentiations in a changing context, partially driven by their governments, include research mandates, transparency in institutional governance, and strategic documents that resist the academic drift created by institutional isomorphism. Both governments are actively reshaping their post-secondary systems to align with national or regional economic needs, increasing access, streamlining degree completion, and responding to community pressure to have a university or a degree-granting institution. An analysis of the enabling legislation, government policy directives, and institutional documents of both provinces shows that there is a blurring in the distinction between colleges and universities, and the costs associated with this.   

scholarly journals Academic Drift in Canadian Institutions of Higher Education: Research Mandates, Strategy, and Culture

2019 ◽  
Vol 48 (2) ◽  
pp. 92-108
Author(s):  
Lane D. Trotter ◽  
Amy Mitchell
Keyword(s):  
Higher Education ◽  
Degree Completion ◽  
Institutions Of Higher Education ◽  
Institutional Governance ◽  
Post Secondary ◽  
Academic Drift ◽  
Secondary Systems ◽  
Community Pressure ◽  
The University ◽  
Market Pressures

As with higher-education institutions around the world, British Columbia (BC) and Ontario are increasingly faced with demographic and market pressures that erode the traditional difference between the university and non-university sectors (i.e., colleges and institutes). Key components that ensure these provinces’ institutions preserve their unique roles and differentiations in a changing context, partially driven by their governments, include research mandates, transparency in institutional governance, and strategic documents that resist the academic drift created by institutional isomorphism. Both governments are actively reshaping their post-secondary systems to align with national or regional economic needs, increasing access, streamlining degree completion, and responding to community pressure to have a university or a degree-granting institution. An analysis of the enabling legislation, government policy directives, and institutional documents of both provinces shows that there is a blurring in the distinction between colleges and universities, and the costs associated with this.

scholarly journals Understanding Students’ Experiences of Well-Being in Learning Environments

2016 ◽  
Vol 6 (3) ◽  
pp. 90 ◽  
Author(s):  
Alisa Stanton ◽  
David Zandvliet ◽  
Rosie Dhaliwal ◽  
Tara Black
Keyword(s):  
Higher Education ◽  
Learning Environments ◽  
Learning Experiences ◽  
Well Being ◽  
Institutions Of Higher Education ◽  
Interview Protocol ◽  
Post Secondary ◽  
Health Promoting ◽  
Qualitative Exploration ◽  
Insight Into

<p>With the recent release of a new international charter on health promoting universities and institutions of higher education, universities and colleges are increasingly interested in providing learning experiences that enhance and support student well-being. Despite the recognition of learning environments as a potential setting for creating and enhancing well-being, limited research has explored students’ own perceptions of well-being in learning environments. This article provides a qualitative exploration of students’ lived experiences of well-being in learning environments within a Canadian post-secondary context. A semi-structured focus group and interview protocol was used to explore students’ own definitions and experiences of well-being in learning environments. The findings illuminate several pathways through which learning experiences contribute to student well-being, and offer insight into how courses may be designed and delivered in ways that enhance student well-being, learning and engagement. The findings also explore the interconnected nature of well-being, satisfaction and deep learning. The relevance for the design and delivery of higher education learning experiences are discussed, and the significance of the findings for university advancement decisions are considered.</p>

Nine emerging student needs

2017 ◽  
Vol 25 (3) ◽  
pp. 181-189 ◽  
Author(s):  
Andrew Hines ◽  
Alexandra Whittington
Keyword(s):  
Higher Education ◽  
Design Methodology ◽  
Institutions Of Higher Education ◽  
Student Life ◽  
Student Needs ◽  
Content Type ◽  
World Cafe ◽  
The Future ◽  
The University ◽  
Practical Implications

Purpose A research project exploring emerging student needs explored six aspects of student life: living, learning, working, playing, connecting and participating. Design/methodology/approach A modified version of the University of Houston’s “Framework Foresight” method was used to explore the future of six aspects of future student life. The resulting scenarios were analyzed for their implications, including the use of the World Café technique, and ultimately led to the identification of nine emerging student needs. Findings Nine specific emerging needs of future students could be used strategically by institutions of higher education to guide and inform planning and to generate innovative ideas for university offerings. Specific examples of offerings that would meet the projected future needs are recommended. Research limitations/implications In terms of research limitations, the paper is focused on the needs of students and does not purport to be an exhaustive analysis of all of the issues influencing higher education. It views the future of higher education through the lens of students and their emerging needs. Practical implications The paper is intended for educators, researchers and administrators to provide insight on how the needs of students, their key customers, are evolving. Originality/value This piece explores student life in its totality as way to more accurately identify student needs in the future.

Educational Portals

Web Portals ◽  
2011 ◽  
pp. 252-269 ◽  
Author(s):  
Marko Bajec
Keyword(s):  
Higher Education ◽  
Information System ◽  
Information Systems ◽  
Higher Education Institutions ◽  
Institutions Of Higher Education ◽  
Motivating Factors ◽  
Promising Technology ◽  
Core Components ◽  
User Centric ◽  
The University

Portal-based solutions have been proved in practice to be a promising technology that offers companies a way to transform and integrate their information systems more effectively and at lower cost. The main point of this paper is to discuss the use of portals in institutions of higher education. We examine the motivating factors that drive higher-education institutions to use portal-based solutions. As an example, we explain how the University of Ljubljana is taking advantage of portal technology and what benefits are to be expected from the use of portals as core components of the university’s new user-centric information system.

Velarde, Héctor Bergman (1898–1989)

2018 ◽  
Author(s):  
Katerine Tapia Vila
Keyword(s):  
Higher Education ◽  
Childhood And Adolescence ◽  
Full Time ◽  
Institutions Of Higher Education ◽  
Academic Texts ◽  
Vice Chancellor ◽  
The University ◽  
The City

The architect Héctor Velarde was born in Lima, Peru, on May 14, 1898. His father was a diplomat and Velarde passed his childhood and adolescence in Brazil, Switzerland, and Paris. Velarde studied in France at the École Spéciale des Travaux Publics, du bâtiment et de l’industrie graduating as an architect-engineer in 1919. In 1920 he entered the École des Beaux-Arts where he studied at the atelier of Victor Laloux, an upcoming neoclassical French architect. In 1924 Velarde returned to Lima, and from then until 1927 dedicated himself to the diplomatic service, to literature and to journalism. In 1928 he resigned from the diplomatic corps and devoted himself full-time to architecture and construction, as well as to teaching at various institutions of higher education, becoming Vice Chancellor of the University of Lima. During his career as an architect he built several projects that can still be seen in the city today. A prolific writer, he produced a variety of academic texts and humorous stories. Velarde died on December 22, 1989.

scholarly journals Ups and Downs across Central and Eastern Europe

2015 ◽  
Author(s):  
Snejana Slantcheva-Durst
Keyword(s):  
Higher Education ◽  
Eastern Europe ◽  
Central And Eastern Europe ◽  
Private Higher Education ◽  
Institutions Of Higher Education ◽  
Private Institutions ◽  
Recent Trends ◽  
The University

Larger private higher education sectors are much more common across central and eastern Europe. After the fall of the communist regimes in 1989, private institutions of higher education multiplied to varying degrees in central and eastern Europe. The most recent trends reveal slow private growth in most of these countries. Declines in the number of people served by private institutions have been limited in range and time, yet have occurred in both the university and nonuniversity private sectors.

Sustained Engagement Experiences in Kinesiology: An Engaged Department Initiative

2017 ◽  
Vol 6 (4) ◽  
pp. 362-367
Author(s):  
Brian D. Clocksin ◽  
Margo B. Greicar
Keyword(s):  
Higher Education ◽  
Deep Learning ◽  
Community Engagement ◽  
Real Life ◽  
High Impact ◽  
Institutions Of Higher Education ◽  
Active Engagement ◽  
Life Problems ◽  
The University ◽  
High Impact Practice

Community engagement is commonly imbedded in the ethos of institutions of higher education and has been identified as a High Impact Practice for student learning and retention. The Sustained Engagement Experiences in Kinesiology (SEEK) program at the University of La Verne is a curriculum-wide approach that moves students through four stages of community engagement: Respect, Participating with Effort, Self-Directions, and Leadership. The stages are developmentally sequenced across the curriculum and provide opportunities for learners to move from passive participants to active engagement scholars. The engagement experiences serve to enhance students’ abilities to transfer what they learn in the classroom to real-life problems, foster an asset-based approach to community engagement, and facilitate a transition from surface-to deep-learning.

Prospection: Methodological Complexities of Imagining Academia

2020 ◽  
Vol 12 (4) ◽  
pp. 313-321
Author(s):  
Maura A. E. Pilotti ◽  
Khadija El Alaoui ◽  
Muamar Hasan Salameh
Keyword(s):  
Higher Education ◽  
Mental Simulation ◽  
Potential Outcomes ◽  
Complex Task ◽  
Institutions Of Higher Education ◽  
Specific Task ◽  
Hypothetical Scenario ◽  
The Future ◽  
Natural Outcome ◽  
The University

Simulations can be considered a particular act of thinking that entails imagining oneself in a hypothetical scenario (as either the doer or the observer) to explore potential outcomes. Imagining the structure and functioning of institutions of higher education in the future is a complex task that may involve a blend of known and estimated facts along with desired outcomes. In the present paper, we discuss the merits of mental simulation along with a straightforward paradigm that may be useful in the study of prospection applied to this specific task. It is based on the assumption that prospection is a natural outcome of an intelligent cognitive system, which envisions the future to both anticipate and shape forthcoming events. We then discuss the benefits of prospection when the object to imagine is the university.

Building an Innovative and Entrepreneurial Dimension in an Institution of Higher Education

2020 ◽  
Vol 7 (2) ◽  
pp. 200-214
Author(s):  
Ron Corso
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Working Environment ◽  
First Century ◽  
Disruptive Effect ◽  
Institutions Of Higher Education ◽  
End User ◽  
New Research ◽  
The University

Institutions of higher education in the twenty-first century are undergoing a transformation locally and globally from traditional pillars of learning to being more entrepreneurial in their core business. There is increasing pressure on universities to becoming more flexible and adaptable as organizations and in the graduate attributes, they imbed in their students. There is a need to build deeper links with business, to both maximize innovation and promote growth, to ensure students are equipped to excel in the workforce. This change is having a disruptive effect on the role of universities, from classical research institutions to entrepreneurial universities mimicking more of the modern workplace working environment, requiring autonomy in their decision-making and in the way new research is developed, implemented and transferred in the relationships formed within their respective regions. This article outlines work in progress on the University of South Australia’s attempts to rebrand itself as a University of Innovation and Enterprise (Australia’s University of Enterprise) in both its end-user inspired research outcomes and industry-informed teaching and learning.

Management of competitiveness in the market of high school education enforcement services

2014 ◽  
Vol 2 (5) ◽  
pp. 241-250
Author(s):  
Тимофей Соловьев ◽  
Timofey Solovev
Keyword(s):  
Higher Education ◽  
High School ◽  
High School Education ◽  
Institutions Of Higher Education ◽  
Competitive Advantages ◽  
University Management ◽  
Market Conditions ◽  
Factors Affecting ◽  
The University

The article discusses approaches to creating institutions of higher education competitive advantages; systematizes the factors affecting the competitiveness of universities in today´s market conditions. The need to form a strategic (long-term) competitiveness of the university management and competitive potential of high school identified.

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