scholarly journals 2019 Special Issue: Psychological Wellbeing and Distress in Higher Education

2019 ◽  
Vol 10 (3) ◽  
pp. i-vi
Author(s):  
Abi Brooker ◽  
Lydia Woodyatt
Keyword(s):  
Higher Education ◽  
Associate Professor ◽  
Mental Wellbeing ◽  
Psychological Wellbeing ◽  
Special Issue ◽  
The Us ◽  
Strategic Policy ◽  
Policy And Planning ◽  
The University ◽  
Support Students

Many universities around the world have now initiated wellbeing strategies that encompass psychological wellbeing. These resources can be leveraged for change to better support students. Associate Professor Lydia Woodyatt from Flinders University, Adelaide and Dr Abi Brooker from the University of Melbourne are guest editors for this very special issue which includes a collection of articles from scholars and practitioners in Australia, Canada, the US, UK and Germany addressing student (and staff) psychological wellbeing in higher education. Broadly, articles discuss the scope of  mental wellbeing and psychological distress, identify specific cohorts (including international students and refugees), profile targeted means of support (via the curriculum, the co-curriculum and strategic policy and planning initiatives) and also identify the need for ‘psychological literacy’ via leadership.

A University Education

2017 ◽  
Author(s):  
David Willetts
Keyword(s):  
Higher Education ◽  
Modern Society ◽  
University Education ◽  
Modern World ◽  
Controversial Issues ◽  
The Us ◽  
The Individual ◽  
The University ◽  
First Time ◽  
The Relationship

Universities have a crucial role in the modern world. In England, entrance to universities is by nation-wide competition which means English universities have an exceptional influence on schools--a striking theme of the book. This important book first investigates the university as an institution and then tracks the individual on their journey to and through university. In A University Education, David Willetts presents a compelling case for the ongoing importance of the university, both as one of the great institutions of modern society and as a transformational experience for the individual. The book also makes illuminating comparisons with higher education in other countries, especially the US and Germany. Drawing on his experience as UK Minister for Universities and Science from 2010 to 2014, the author offers a powerful account of the value of higher education and the case for more expansion. He covers controversial issues in which he was involved from access for disadvantaged students to the introduction of L9,000 fees. The final section addresses some of the big questions for the future, such as the the relationship between universities and business, especially in promoting innovation.. He argues that the two great contemporary trends of globalisation and technological innovation will both change the university significantly. This is an authoritative account of English universities setting them for the first time in their new legal and regulatory framework.

‘Let's Hurt Someone’: Violence and Cultural Memory in the Plays of Neil LaBute

2008 ◽  
Vol 24 (4) ◽  
pp. 322-336
Author(s):  
Ilka Saal
Keyword(s):  
American Literature ◽  
Cultural Memory ◽  
Associate Professor ◽  
Cultural Work ◽  
Political Theater ◽  
Contemporary American Literature ◽  
The Us ◽  
Duke University ◽  
The One ◽  
The University

In this essay Ilka Saal examines one of the most perplexing aspects of Neil LaBute's work: his deployment of excessive and gratuitous violence. She insists that such deployment of violence has little to do with a humanist critique of the propensity for evil in all of us, nor with the playwright's biography (as suggested by a number of critics), but instead functions as a satirical interrogation of the mythological significance attributed to violence in American culture. The casual cruelties of LaBute's ordinary mid-Americans point up the central and ‘ordinary’ role that violence has played in the nation's history and self-understanding. Focusing on the example of the one-act play a gaggle of saints and drawing on the theories of Jan Assmann and Richard Slotkin, she shows in what ways LaBute uses violence to interrogate the country's cultural memory and to alert us to the general lethargy that has settled over the nation with regard to the historical violence it systematically exerted against its Others. Ilka Saal received her PhD in Literature from Duke University, North Carolina and is now working as Associate Professor of English at the University of Richmond, Virginia, where she teaches modern and contemporary American literature and culture. She is the author of New Deal Theater: the Vernacular Tradition in American Political Theater (Palgrave Macmillan, 2007), Dramatizing the Disease: Representations of AIDS on the US American Stage (Tectum, 1997), and co author of Passionate Politics: the Cultural Work of American Melodrama from the Early Republic to the Present (Cambridge Scholars Press, 2008).

scholarly journals INTRODUCTION TO THE SPECIAL ISSUE: PAPERS FROM THE CONFERENCE “RECENT ADVANCES IN THE ARCHAEOLOGY OF EAST AND SOUTHEAST ASIA”

2015 ◽  
Vol 35 ◽  
pp. 1
Author(s):  
Alison Kyra Carter ◽  
Nam C. Kim
Keyword(s):  
Southeast Asia ◽  
Special Issue ◽  
Asian Studies ◽  
University Of Wisconsin ◽  
Recent Advances ◽  
Southeast Asian Studies ◽  
The Us ◽  
East And Southeast Asia ◽  
East Asian Studies ◽  
The University

This special issue of the Journal of Indo-Pacific Prehistory Association presents some of the results of a small conference entitled “Recent Advances in the Archaeology of East and Southeast Asia.” The event was held in Madison, Wisconsin, and brought together a collection of scholars from the US and abroad. Organized by Nam Kim and Alison Carter, the conference was hosted at the University of Wisconsin-Madison (March 15-16, 2013), and was jointly sponsored by the Department of Anthropology, the Center for East Asian Studies, and the Center for Southeast Asian Studies.<br />

scholarly journals Editorial

2018 ◽  
Vol 5 (2) ◽  
Author(s):  
Laura D'Olimpio ◽  
Andrew Peterson
Keyword(s):  
New South ◽  
Associate Professor ◽  
Special Issue ◽  
Strong Argument ◽  
Convincing Argument ◽  
University Of Oxford ◽  
South Wales ◽  
International Authority ◽  
The University ◽  
Sydney Australia

This year the Journal of Philosophy in Schools kicked off with a special issue, volume 5 number 1, comprising seven invited articles that addressed the foundational question of why philosophy should be taught in schools. Deftly guest edited by Michael Hand from the University of Birmingham, the papers make a cumulative and convincing argument for why philosophy should be taught across the pre-tertiary educational curriculum. The issue makes a strong argument that may be used to defend and propagate the philosophy in schools movement. We hope it will be used pragmatically, politically, and persuasively by our readers to raise awareness and further the cause of teaching philosophy to young people and extending philosophy beyond the Academy.This issue honours one person who has dedicated his career to furthering this cause. Philip Cam is an international authority on philosophy in schools who has been a pioneer in introducing philosophy and ethics into schools in Australia. Phil completed his MA in Philosophy at the University of Adelaide and his DPhil at the University of Oxford. He is Adjunct Associate Professor in the School of Humanities and Languages at the University of New South Wales in Sydney, Australia, where he has been for over 30 years. In the various positions Phil has held at UNSW, in the Philosophy in Schools Association for NSW, and for the Federation of Australasian Philosophy in Schools Associations (FAPSA), he has worked hard, inspired and taught many, and contributed much to the shape of philosophy in schools across Australasia. This year, a little bird informed the JPS that Phil was retiring and turning 70, even while he continues to be productive, publishing, presenting and assisting with philosophy in schools projects and events. The opportunity thus presented itself to publish a collection of papers critically engaged with Cam’s work. Two further articles are included in this issue.  

The role of Language Planning Agencies in higher education in South Africa - comparing two cases

2020 ◽  
Vol 34 (1) ◽  
pp. 173-193
Author(s):  
Theodorus du Plessis
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Language Planning ◽  
Relative Effectiveness ◽  
Secondary Sources ◽  
African Context ◽  
Planning Processes ◽  
Policy And Planning ◽  
The University

AbstractThe question about the role of Language Planning Agencies (LPAs) in higher education is very relevant within the South African context. A range of policy provisions regarding language in higher education are characterised by the use of language policy and planning (LPP) jargon found in the Framework for Language Planning Goals, pointing to the need for a range of LPAs to be involved in this language domain. Since such involvement has been documented in the case of the institutionalisation of Afrikaans as alternative language of higher education during the period 1910-1961, it provides the basis for a comparison with post-1994 initiatives regarding the elevation of the Sintu languages and the extension of their use in this language domain. Such comparison is undertaken on the basis of a Typology of LPAs that is developed from earlier insights that evolved during the International Research Project on Language Planning Processes at the University of Hawaii in the 1970s, essentially distinguishing between LPAs involved in regulatory, productive and promotional language planning functions. Evidence on the work of LPAs involved during the two periods is collected from secondary sources documenting the cases and analysed in terms of this typology. The results of the study provide insights into the role of LPAs in each case and in their relative effectiveness in aiding the institutionalisation of the designated languages. The article concludes by suggesting the “ideal” LPA mix for the realisation of LPP goals in higher education in South Africa.

Origin, Impact, and Reaction to Misogynistic Behaviors

2021 ◽  
Vol 14 ◽  
pp. 146-167
Author(s):  
Brianna Lopez ◽  
Keyword(s):  
Higher Education ◽  
New York ◽  
Computer Science ◽  
New York Times ◽  
Social Philosophy ◽  
Associate Professor ◽  
The New York Times ◽  
Cornell University ◽  
Male Privilege ◽  
The University

Kate A. Manne is an associate professor at the Sage School of Philosophy at Cornell University, where she has been teaching since 2013. Before that, she was a junior fellow at the Harvard Society of Fellows (2011–2013), did her graduate work at MIT (2006–2011), and was an undergraduate at the University of Melbourne (2001–2005), where she studied philosophy, logic, and computer science. Her current research is primarily in moral, feminist, and social philosophy. She is the author of two books, including her first book Down Girl: The Logic of Misogyny and her latest book Entitled: How Male Privilege Hurts Women. Manne has also published a number of scholarly papers about the foundations of morality, and she regularly writes opinion pieces, essays, and reviews in venues—including The New York Times, The Boston Review, the Huffington Post, and the Chronicle of Higher Education.

scholarly journals Introduction to the Special Issue on the Man and the Machine

2016 ◽  
Vol 7 (2) ◽  
pp. 295-296
Author(s):  
Thomas Burri ◽  
Isabelle Wildhaber
Keyword(s):  
Artificial Intelligence ◽  
Autonomous Vehicles ◽  
Autonomous Robots ◽  
Autonomous Systems ◽  
Federal Aviation Administration ◽  
Legal Issues ◽  
Special Issue ◽  
The Us ◽  
Modern Business ◽  
The University

This special issue assembles five articles ensuing from a conference on “The Man and the Machine: When Systems Take Decisions Autonomously”, which took place on June 26 and 27, 2015, at the University of St. Gallen in Switzerland.The aim of the conference was to explore the broader implications of artificial intelligence, machine learning and autonomous robots and vehicles. Alphabet's Deep Mind is just one example about Whom we know, at least a little, and who, we are told, will be good. Autonomous vehicles are also about to enter the market and our phones have begun to verbalize at us. Private drones are being regulated by the US Federal Aviation Administration. The five papers in this special issue address some of the legal issues the broader development raises.The first article is on “The Implications of Modern Business-Entity Law for the Regulation of Autonomous Systems” and is written by Shawn Bayern.

scholarly journals Adding an international lens to the university striving model: How both global and national indicators influence the Chinese higher education hierarchy

2021 ◽  
Vol 10 (1) ◽  
pp. 221258682110062
Author(s):  
Ryan M. Allen
Keyword(s):  
Higher Education ◽  
United States ◽  
Central Government ◽  
The United States ◽  
Chinese Higher Education ◽  
Global Competition ◽  
University Rankings ◽  
League Table ◽  
The Us ◽  
The University

Institutions that are most attuned to university rankings are known as “strivers.” These striving universities chase prestige by altering policies to match league table indicators, while also benchmarking against elite universities within the domestic hierarchy. However, this model has mostly been ascribed to studies in the United States and it has not been considered in non-Western contexts. Through interviews with 48 academics and administrators from Chinese universities, the research explores striving behaviors in China and expands the US-centric model to include global competition with international rankings. The findings show that striving universities in China have placed considerable emphasis on international rankings, but distinctions from the central government have still dominated competition within the domestic hierarchy. Pressures from the various rankings must be balanced between the local and global. These new considerations offer a global outlook on the domestic university striving model.

Politics and the Academy

1968 ◽  
Vol 3 (1) ◽  
pp. 23-48
Author(s):  
Julius Gould
Keyword(s):  
Higher Education ◽  
Social Values ◽  
American Student ◽  
University System ◽  
Political Dimension ◽  
The Us ◽  
Student Power ◽  
Vice Chancellors ◽  
Definition Of ◽  
The University

IT WILL BE NO NEWS THAT THE ACADEMY IS IN FLUX – THAT there is once again a ‘crisis in the university’. It is easy to exaggerate this crisis – but today, in countries like the US A and Britain, it has special ‘linked’ features. In this article I explore some of these links, especially their ‘political’ dimension. Politics affect the universities (and other centres of higher education) in countless ways – through budgetary controls, through definition of ‘national needs’, and in some countries, though political control over appointments. The students, transient and often bewildered travellers through the university system, can be the harbingers, and sometimes the agents, of political change. The universities, again, are bound to reflect or resist old social values – and to create new ones. There are new problems for university ‘governments’. They are all pressed to revise their rules of discipline – and some are faced with an internal ‘anti-intellectual’ opposition. The torments at Berkeley, the dismissal of Clerk Kerr in the aftermath of Governor Reagan's victory in California, the disclosures of the links between American student bodies and the CIA, the protests of British Vice-Chancellors over ‘public accountability’, the ‘sit-in’ in the LSE, the slogans of ‘student power’ – these are largely, and in some cases, wholly, political landmarks of the university crisis.

Entrepreneurship education and the role of universities in entrepreneurship

2016 ◽  
Vol 30 (3) ◽  
pp. 171-182 ◽  
Author(s):  
Todd Davey ◽  
Paul Hannon ◽  
Andy Penaluna
Keyword(s):  
Higher Education ◽  
Triple Helix ◽  
Entrepreneurship Education ◽  
Entrepreneurial Universities ◽  
Special Issue ◽  
Academic Interest ◽  
Introductory Article ◽  
Network Functions ◽  
The University

Despite the considerable political and academic interest in concepts such as the triple helix of government, business and higher education as well as entrepreneurship and entrepreneurial universities, relatively little has been written about the role of the university in developing entrepreneurship. More specifically, the questions of how the university can contribute through education, entrepreneurial support and network functions and be entrepreneurial in its endeavours have lacked academic focus and rigour, particularly in relation to fostering entrepreneurial mindsets. This introductory article therefore provides a thorough discussion of the role of the university in entrepreneurship and then summarizes the contribution to that debate of the articles in this special issue of Industry and Higher Education.

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