Conclusion

2016 ◽  
Author(s):  
Christi M. Smith
Keyword(s):  
Higher Education ◽  
Intrinsic Value ◽  
Gold Coin ◽  
American Citizenship ◽  
University Training ◽  
Intellectual Power ◽  
At Will

The prejudices of the whites, descending through generations, imbibed by individuals in infancy, and strengthened by universal sentiment, practice, and association of ideas cannot be easily and soon overcome, and are not, so far as feeling is concerned, wholly within the power of volition, so as to be annihilated at will. They will vanish gradually in the presence of increasing evidence of a noble manhood. Developed intellectual power, the higher education, success in industrial pursuits, the acquirement of wealth and culture and character, will cause them to dis appear. … When I deposit a gold coin on the table, it commands a certain degree of respect. … Will the result not be analogous, when the colored man shall be seen to have an intrinsic value equal to that of the white man? When one shall no longer associate him with the ideas of bondage, pauperism, and barbarism, but those of freedom, prosperity, intelligence, and culture; when he shall not only carry in his person the stamp of American citizenship, but shall come out from a university training a scholar and a gentleman, like a glittering coin from the die....

scholarly journals Las políticas supranacionales de educación superior ante la «tercera misión» de la Universidad: el caso del aprendizaje-servicio

2020 ◽  
pp. 256
Author(s):  
Juan García-Gutiérrez ◽  
Carlos Corrales Gaitero
Keyword(s):  
Higher Education ◽  
Latin American ◽  
Global Scale ◽  
Third Mission ◽  
Social Commitment ◽  
Social Mission ◽  
The Social ◽  
American Citizenship ◽  
The University ◽  
The Relationship

The constant transformation that the institutions of higher education experiment and, particularly, the university assumes a re-consideration of their shapes, methodology, and missions, as well as the relationships established with society. Therefore, we shall consider that a “social mission” of the university or their “third mission” constitutes an umbrella that shelters a wide diversity of reflex conceptions, and at the same time, the relationship university – society. Additionally, take into consideration that this civic and social commitment in higher education should incorporate an integrator approach, involved with an idea of European or Latin-American citizenship, in any case, incorporated in the development of their supranational policies. Therefore, the objective of our work is double. On one side, to meet and analyze the notion of a “social mission” or “third mission” of the university and their conceptual network, to clarify the language and in which sense the different denominations are used, according to the different economical, sustainability or civic approaches to be adopted. Secondly, the treatment of these ideas will be addressed at the supranational policies of higher education both in Europe and Ibero America, according to what had been structured at the Higher Education European State and whether it has been promoted by the OEI. Also, it will be attended the way that this supranational policy aboard the civic and identity components, that linked to the social mission cooperate for the promotion of common citizenship. As a result of the analysis made we can affirm that the approach of the learning-service constitutes an emergent tendency on a global scale, appropriate to develop effectively the third mission or social mission of the university.

Keep Your Doors Open

2013 ◽  
Author(s):  
Robert Wuthnow
Keyword(s):  
Higher Education ◽  
Young People ◽  
Small Town ◽  
Census Data ◽  
Small Towns ◽  
Future Planning ◽  
Small Communities ◽  
The Future ◽  
Community Ties ◽  
University Training

This chapter examines the future that small communities may—or may not—hold for the next generation. As residents nearly always see it, young people who grow up in small towns should go to college in order to be well prepared for whatever the future may hold. However, the reasons given along with the concerns underlying these reasons are more complex than surveys and census data reveal. Although they consider higher education critical, residents—parents and educators alike—acknowledge that there are aspects of small-town culture that make it difficult for young people to plan appropriately in order to make the most of college or university training. The chapter considers the importance of college for future planning among young people, as well as the disadvantages of living in a small town, and how community ties remain among residents.

Formation of Engineering Thinking in Multilevel Architectural Education

2018 ◽  
Vol 771 ◽  
pp. 24-30 ◽  
Author(s):  
Margarita Perkova ◽  
Lyudmila Kolesnikova ◽  
Elena Korotun
Keyword(s):  
Higher Education ◽  
Learning Process ◽  
Architectural Design ◽  
Architectural Education ◽  
Professional Work ◽  
University Training ◽  
Training Specialists

The issues of the development of engineering thinking in the training of architects, starting with pre-university training at school, are considered; the optimal list of disciplines and their content within the school process are determined. The methods of training specialists, their adaptation to the conditions of professional work in the learning process are considered. The method of competitive real design as an elective part of "Architectural Design" of students of the Belgorod Architectural School is discussed, which will improve the training of architects in higher education and develop engineering thinking.

scholarly journals Integration and Innovation Determinants of Modern Mining Higher Education Development

2020 ◽  
Vol 174 ◽  
pp. 04035
Author(s):  
Jürgen Kretschmann ◽  
Inna Pevneva ◽  
Svetlana Ivanova ◽  
Elena Sant’eva ◽  
Maxim Bakanov
Keyword(s):  
Higher Education ◽  
Raw Materials ◽  
Digital Products ◽  
Education Development ◽  
Economic Relations ◽  
Higher Education System ◽  
Stage Of Development ◽  
The One ◽  
University Training ◽  
Post Industrial

The development prospects of Russian industry are defined as a transition to the post-industrial stage of development. It is characterized, on the one hand, by a high share of deep processing of raw materials, mass production of digital products; on the other hand – by the development of a “knowledge economy” and the emergence of technical universities in the place of flagships for innovative development. At present, the integration trend of industry and higher engineering education is deepening, globalization of national educational complexes is ongoing, and international university cooperation is developing. All this has become a part of the production process and education globalization. The university community cannot stand aloof from the all-pervasive process of globalization of social-and-economic relations, the formation of their planetary model. Universities of leading countries are actively integrating both into international educational and business interactions. The entry of Russian corporations into the world markets means the transfer of global requirements for personnel quality training. Special competencies in the post-industrial economy are becoming the determining factor of competitiveness. This is especially true for mining engineers, whose university training in Russia is also carried out in the context of integration of national higher education system in the global educational market.

Interpersonal Conflict Which Includes Mistreatment in a University Workplace

1995 ◽  
Vol 10 (4) ◽  
pp. 285-297 ◽  
Author(s):  
Lois P. Spratlen
Keyword(s):  
Higher Education ◽  
Job Satisfaction ◽  
Professional Staff ◽  
Institutions Of Higher Education ◽  
Negative Consequences ◽  
Classified Staff ◽  
Workplace Mistreatment ◽  
To Come ◽  
Staff Experiences ◽  
At Will

In order to provide detailed documentation of faculty and staff experiences of perceived mistreatment, this article reports the findings of an institutional survey of mistreatment. From a random sample of 1,585 (11%) of one university’s workforce, 810 (51%) responses were received. Of the total responses, 187 (23%) met criteria used to define cases of perceived workplace mistreatment. Equal proportions of women and men reported incidents of mistreatment. Mistreatment was perceived to come from coworkers as well as superiors. For the sample as a whole, job satisfaction was severely affected by experiences of mistreatment. The highest proportion of reported mistreatment was 38% for professional staff (at-will employees), followed in order by 25% for classified staff (covered by civil service protection), and 11% for faculty. These findings indicate that mistreatment occurs at all levels in institutions of higher education. The negative consequences of mistreatment for individuals in the workplace, as well as for the institution as a whole, are substantial.

scholarly journals When Culture and Change Collide In Higher Education: A Case Study at One University

2020 ◽  
Vol 10 (2) ◽  
pp. 46-59
Author(s):  
Steven Petersen ◽  
Susan Bartel
Keyword(s):  
Higher Education ◽  
Intrinsic Value ◽  
Public Institution ◽  
Organizational Leaders ◽  
Prospective Students ◽  
Alternative Teaching ◽  
Culture Shift ◽  
Education Market ◽  
Market Needs

Leaders in higher education regularly find themselves at the intersection of change, torn between their institution’s history and culture, the intrinsic value of education, market needs, and the desires of alumni, current, and prospective students. Higher education is often labeled reluctant to change, and many believe any change initiative not aligned with the institution’s culture is almost certain to fail. This study provides evidence that leaders in higher education can implement change that is incongruent with organizational culture while maintaining harmony among the institution’s ideals and constituents. University X, a medium-sized, highly regarded public institution located in a rural area, implemented its first fully online degree program, which was widely perceived as being incongruent with the organization’s culture. A detailed analysis of eight environmental factors and an adaptation of Kotter’s (1996) eight-step change model contributed to the overall success of this change. The keys to implementation were developing an in-depth understanding of the culture while ensuring there was both a need for change and adequate support among stakeholders. Developing a group to champion and sustain the initiative was also critical. The common thread throughout the entire change process was the frequent and effective communication maintained by the organizational leaders. The culture shift initiated by the change also allowed the institution to move quickly to transition to alternative teaching methods during the COVID-19 pandemic of 2020.

Kurzstudien als Selbsteliminierung / Will shortened curricula lead to self-elimination?

1975 ◽  
Vol 4 (1) ◽  
Author(s):  
Otto Nigsch
Keyword(s):  
Higher Education ◽  
The Other ◽  
Social Classes ◽  
Social Discrimination ◽  
Unequal Distribution ◽  
Other Hand ◽  
Long Run ◽  
University Training ◽  
Empirical Investigations

AbstractThe restriction of the number of enrolling students seems to be more and more becoming one of the conditions of efficiency in our universities. However, administrative restrictions turn into social discrimination towards the students concerned. Is there now a possibility to avoid this dilemma, by offering shortened curricula at universities?Empirical investigations seem to show that the projected shortened curricula would mainly be of interest for students coming from the lower social classes. On the other hand, students from the privileged classes would maintain their aspirations for full traditional university training. Therefore the implementation of shortened curricula would in the long run lead to a self-elimination of the less privileged and consequently to a stabilisation of the unequal distribution of the chances for higher education.

The Inductive Approach in the Didactics of Foreign Language Literature in Higher Education

2020 ◽  
pp. 201-230
Author(s):  
Ana María Pérez-Cabello
Keyword(s):  
Higher Education ◽  
English Studies ◽  
Inductive Approach ◽  
Teaching Learning ◽  
The University ◽  
University Training ◽  
The 19Th Century ◽  
Methodological Guidelines ◽  
Language Literature

This chapter offers a didactic proposal on part of the degree of English studies syllabus in the University of Seville, the 19th century novel. It presents methodological guidelines underlying the inductive approach and a detailed breakdown of activities illustrating it. It aims to show the possibilities of the proposed approach, especially as regards advantages to replace traditional master session. The inductive approach offers a change in the role of the student within the teaching-learning process. It would also enhance students´ participation in the process of text analysis and, consequently, their learning. This role is developed in two ways: emotionally and cognitively. In order to develop main points, it is necessary, first of all, to consider what actions competent professional university training entails.

General and inorganic chemistry in diagrams, figures, tables, and chemical reactions

2020 ◽  
Author(s):  
Anatoliy Garshin
Keyword(s):  
Inorganic Chemistry ◽  
Higher Education ◽  
Secondary School ◽  
Chemical Reactions ◽  
Natural Science ◽  
Foreign Students ◽  
Secondary School Teachers ◽  
Self Control ◽  
School Teachers ◽  
University Training

The textbook in the form of definitions, drawings, diagrams, tables, formulas and chemical reactions outlines the main provisions of General and inorganic chemistry. It is intended for students of non-chemical specialties of higher education institutions. It can be used by students of secondary vocational schools of chemical and medical-biological profiles, secondary school teachers, applicants, foreign students studying in Russian technical universities and natural science faculties of universities, as well as in the system of pre-University training of foreign students. Each Chapter of the manual contains questions for self-control of the knowledge received by the student and checking the depth of assimilation of the studied material.

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