scholarly journals What Should Students Pay for University Course Readings?: An Empirical, Economic, and Legal Analysis

2021 ◽  
Vol 51 (4) ◽  
pp. 40-53
Author(s):  
John Willinsky ◽  
Catherine Baron
Keyword(s):  
Digital Transformation ◽  
Trade Book ◽  
Knowledge Dissemination ◽  
Academic Publishing ◽  
Legal Analysis ◽  
Fair Dealing ◽  
Canadian Universities ◽  
Empirical Basis ◽  
University Courses ◽  
University Course

The digital transformation of knowledge dissemination and academic publishing have sparked copyright disputes in the educational sector related to the scope of fair dealing. This study contributes (a) an empirical basis for such discussions by analyzing 3,391 course syllabuses (2015–2020) from 34 Canadian universities, and (b) a potential resolution to the disputes to which this analysis is applied. Among the reading types, 26.6% of the syllabuses had readings from academic sources, while 8.3% of the syllabuses had media articles and trade book chapters (with some overlap). The syllabus data are used to calculate a per-page royalty charge, which is used to demonstrate a proposed three-step syllabus rule to avoid double-chargingstudents for academic materials (amounting to 90.1% of readings by pages), while fairly compensating professional authors and their publishers (9.9% of readings by pages). The three-step syllabus rule provides a sound rationale for charging each student $1.40 per year to cover royalty charges for readings assigned in Canadian university courses.

scholarly journals Proposals for copyright law and education during the COVID-19 pandemic

2021 ◽  
Vol 71 (4) ◽  
pp. 571-594
Author(s):  
Emily Hudson ◽  
Paul Wragg
Keyword(s):  
Open Access ◽  
Public Interest ◽  
Copyright Infringement ◽  
Copyright Law ◽  
Open Access Publishing ◽  
Educational Institutions ◽  
Academic Publishing ◽  
Fair Dealing ◽  
Compulsory Licensing ◽  
Catastrophic Impact

This article asks whether the catastrophic impact of the COVID-19 pandemic justifies new limitations or interventions in copyright law so that UK educational institutions can continue to serve the needs of their students. It describes the existing copyright landscape and suggests ways in which institutions can rely on exceptions in the Copyright, Designs and Patents Act 1988 (CDPA), including fair dealing and the exemption for lending by educational establishments. It then considers the viability of other solutions. It argues that issues caused by the pandemic would not enliven a public interest defence to copyright infringement (to the extent this still exists in UK law) but may be relevant to remedies. It also argues that compulsory licensing, while permissible under international copyright law, would not be a desirable intervention, but that legislative expansion to the existing exceptions, in order to encourage voluntary collective licensing, has a number of attractions. It concludes by observing that the pandemic highlights issues with the prevailing model for academic publishing and asks whether COVID may encourage universities to embrace in-house and open access publishing more swiftly and for an even greater body of material.

scholarly journals Comprehensive Evaluation of Constructivist Methodologies from the Balanced Scorecard

2020 ◽  
Vol 36 (67) ◽  
pp. 16-30
Author(s):  
Néstor Eduardo Flórez Oviedo ◽  
Maria Camila Jimenez Tabares
Keyword(s):  
Balanced Scorecard ◽  
Process Management ◽  
Comprehensive Evaluation ◽  
Management Tools ◽  
The Balanced Scorecard ◽  
Administrative Management ◽  
Road Map ◽  
University Courses ◽  
University Course ◽  
The University

It is common to evaluate university courses through the opinion of those involved in the training process, responding to a Likert-type evaluation format to synthesize teaching performance. This research arises with the intention of comprehensively evaluating the development of a course, including all the actors involved in the academic process. The main objective of this research is to determine the effectiveness of the constructivist training method in the business administration program, being evaluated from the Balanced Scorecard (CMI) and other administrative management tools; from the perspective of the student, the entrepreneur, the institution and teaching. For the validation of this tool, it is applied in a course in the process area (Process Management) and is replicated in those where the constructivist methodology is applied within the University. For the study, a quantitative and qualitative analysis was used, supported by surveys and a checklist, carried out and evaluated by students (38) and four businessmen. This research presents as main result a road map that helps the dynamics of the evaluation of education in an integral way in each university course and at the same time contributes to improve the performance of the different actors involved in higher education.

Publish or perish: The myth and reality of academic publishing

2012 ◽  
Vol 47 (2) ◽  
pp. 250-261 ◽  
Author(s):  
Icy Lee
Keyword(s):  
Academic Work ◽  
Knowledge Dissemination ◽  
Impact Factors ◽  
Academic Publishing ◽  
Publish Or Perish ◽  
Induced Stress ◽  
Scholarly Publications ◽  
Point Of Departure ◽  
Journal Impact ◽  
Game Metaphor

While writing for scholarly publications is considered a crucial dimension of academic work, the ‘publish-or-perish’ system in our field has increasingly caused anxiety and induced stress among not only young academics but also more established scholars. Using my own publishing experience as a point of departure, I challenge the assumption that knowledge contribution should be solely or mainly gauged on the basis of the venue of publications. By comparing the perspectives of twelve Asia-based scholars based on data collected from email interviews, I propose that ‘scholarliness’ should be defined by knowledge dissemination and advancement in our field, rather than indexes or journal impact factors. Using the game metaphor, I conclude by offering some tips to survive ‘publish or perish’.

scholarly journals Review of Canadian University Fair Dealing Policies

2017 ◽  
Author(s):  
Lisa Di Valentino
Keyword(s):  
Web Sites ◽  
Copyright Law ◽  
Court Decisions ◽  
Policy Decisions ◽  
Intended Audience ◽  
Fair Dealing ◽  
Canadian Universities ◽  
The Past ◽  
Current State ◽  
The Future

The past three years have seen a number of changes in the area of copyright law, particularly in the area of education. As a result, Canadian universities have had to make policy decisions to account for these changes and the resulting expansion of fair dealing rights. The content and consistency of the resulting policies may have a significant effect on the future interpretation of fair dealing rights. In this paper I analyze the current state of fair dealing policies and supporting information found on university web sites. I conclude that an ideal fair dealing policy is open ended and flexible, and incorporates mention of the significant elements of copyright legislation, court decisions, and other areas of law, in a way that is accessible to its intended audience of faculty and instructors.

scholarly journals Uno strumento per l’orientamento differenziale in professioni di confine: educatore, insegnante, assistente sociale, psicologo

2021 ◽  
Author(s):  
Paola Ricchiardi ◽  
Emanuela Torre
Keyword(s):  
Secondary School ◽  
Social Workers ◽  
Secondary School Students ◽  
School Students ◽  
University Courses ◽  
Personal Attitudes ◽  
The Common ◽  
Common Feeling ◽  
University Course ◽  
The University

The choice of the university course to attend and therefore indirectly the professions connected to it, constitutes a complex operation for a student who finishes secondary school (Vulperhorst, 2020). This choice becomes more difficult if we are talking about courses of study that train border professions, as in the case of university courses in the socio-psycho- pedagogical field, assimilated, in the common feeling, to the point of confusing the borders. The accompaniment of secondary school students oriented towards these professions requires adequate tools for exploring the same, tools that allow them to analyze the congruence between their interests, skills, personal attitudes and the chosen professional profiles. For this purpose we have built and validated a tool for socio-psycho-pedagogical professions, to be used in differential orientation paths for students who need assistance in the discrimination of the paths that lead to the training of educators, teachers, psychologists and social workers. We will start the contribution with an analysis of the dysfunctional choice mechanisms that most typically lead to inappropriate choices in the study paths indicated, to then arrive at illustrating the original tool.

scholarly journals Tuition-Waiver Policies for Older Learners in University Courses: Past Practices, Current Developments and Future Prospects

2003 ◽  
Vol 33 (2) ◽  
pp. 57-79
Author(s):  
Gordon Thompson
Keyword(s):  
United States ◽  
Older Adults ◽  
The United States ◽  
Future Prospects ◽  
Older Learners ◽  
Canadian Universities ◽  
National Surveys ◽  
The Past ◽  
University Courses ◽  
Widespread Availability

Over the past 30 years, many universities in Canada and the United States have introduced tuition-waiver policies for older adults. This article reviews the literature describing the development and outcomes of these programs. Although several national surveys of tuition-waiver programs have been reported in the United States, none have previously been reported for Canadian universities. This article reports the results of the first such survey. Despite the widespread availability of tuition- waiver programs in Canada and the United States, it is clear that such programs have failed to attract significant numbers of older learners. The paper examines the causes and the implications of this failure.

scholarly journals Effects of The Digitalization of Contracts in The Public Procurement System

2021 ◽  
Vol 12 (4) ◽  
pp. 140-149
Author(s):  
Betal M. Bizhoev ◽  
Keyword(s):  
Public Procurement ◽  
Digital Transformation ◽  
Opportunistic Behavior ◽  
Legal Analysis ◽  
The Public ◽  
Specific Effects ◽  
Digital Format ◽  
Dominant Tendency ◽  
The Individual ◽  
Procurement System

The article is devoted to identifying the effects of digitalization of the public procurement system. The dominant tendency in the development of the procurement system is determined. A review of the individual elements of the public procurement system, which act as objects of digitalization, is carried out. The specific effects of the implementation of digital technologies are analyzed, contributing to the reduction of unfair, opportunistic behavior of customers, and as a result – a decrease in appeals, an increase in the level of transparency, and the availability of procurement. A comparative legal analysis of procurement legislation is carried out. The statistics of appeals to the antimonopoly service is considered. The conclusion about the reduction of transaction costs when transferring public procurement to digital format is substantiated. A conclusion is made about the digital transformation of the public procurement system, which consists in reducing the costs of their distribution and increasing the efficiency of using budget funds.

scholarly journals Connecting theory and practice in teacher education: English-as-a-foreign-language pre-service teachers’ perceptions of practicum experience

2019 ◽  
Vol 1 (1) ◽  
Author(s):  
Judy Yin
Keyword(s):  
Foreign Language ◽  
Teaching Practice ◽  
Theory And Practice ◽  
Classroom Context ◽  
Teachers Perceptions ◽  
Reflective Journals ◽  
University Courses ◽  
University Course ◽  
The University ◽  
University Teacher Training

AbstractThe present study explores the perceptions of pre-service teachers regarding their experiences in the university teacher-training course during the practicum. In particular, the study focuses on how the pre-service teachers perceived the effects of the university course, as they tried to connect theory and practice during the practicum. A total of 15 participants enrolled in the methodology course for teaching speaking attended a 4-week practicum in secondary schools. They recorded their reflections on their teaching experiences in their reflective journals and they were interviewed after the practicum. The results of the study showed that the university course prepared them the fundamental skills to prepare for lessons and reflect on their teaching practice. However, the course failed to prepare them adequately to cope with the realities of the classroom context, as the university course only provided them with an idealistic view of the classroom. The implication of the study suggests ways to better connect university courses with the actual classroom practices to provide pre-service teachers the maximum support to practicalize their knowledge during the practicum.

scholarly journals Good Governance and Canadian universities: Fiduciary duties of university governing boards and their implications for shared collegial governance.

2019 ◽  
Vol 14 (8) ◽  
Author(s):  
Theresa Gemma Shanahan
Keyword(s):  
Good Governance ◽  
Legal Framework ◽  
Governing Boards ◽  
Legal Analysis ◽  
Fiduciary Duties ◽  
Canadian Universities ◽  
For Profit ◽  
University Governing Boards ◽  
The University ◽  
Collegial Governance

Using a legal framework, doctrinal analysis, critical legal analysis, and fundamental legal research and drawing upon legislation, case law, judicial, and scholarly commentary, this article defines the fiduciary duties of Canadian university governing boards given the unique features of the university as a legal entity. Thelegal  analysis considers the Canadian university as a corporation, distinguishing itfrom other types of corporations, identifying the charitable, not-for-profit, public/private dimensions of universities in Canada, and significantly, considering the judicially recognized “community of scholars” and collegial features of universities. The article argues that all of these features shape the fiduciary duties of governing boards and have implications for shared collegial governance in Canadian universities.

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