Understanding Notions of Enterprise in the Higher Education Sector

2002 ◽  
Vol 16 (3) ◽  
pp. 149-158 ◽  
Author(s):  
Christina Hartshorn
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
National Policy ◽  
Education Sector ◽  
Policy Agenda ◽  
North East ◽  
The North ◽  
University Curriculum ◽  
Form Part ◽  
The University

Findings from research undertaken in universities in the North East of England as part of the Science Enterprise Challenge initiative demonstrate the wide-ranging conceptualizations of ‘enterprise’ and ‘entrepreneurship’ held by academics from a broad spread of disciplines. These include conceptions of enterprise as certain skills, behaviours and attitudes, and as the establishment of a business venture. Subsequent ‘enterprise offerings’ within the university curriculum are informed and influenced by the subjective and different definitions of enterprise given by the research respondents. This paper suggests how these diverse definitions and conceptualizations may be accommodated by higher education institutions, and thus form part of the national policy agenda of creating an enterprising society.

scholarly journals Decolonising the university curriculum or decolonial-washing? A multiple case study

2020 ◽  
Author(s):  
Lesley le Grange ◽  
Petro du Preez ◽  
Labby Ramrathan ◽  
Sylvan Blignaut
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Higher Education Institutions ◽  
Multiple Case Study ◽  
University Curriculum ◽  
Political Symbolism ◽  
Common Strategy ◽  
Multiple Case ◽  
The University

In this article, we report on four case studies of how higher education institutions have grappled with the demands of decolonisation of their curricula. In some respects, the cases differ in form and content, and the unique responses to decolonisation of each institution are described and analysed. An important similarity among the institutions was the use of extensive public lectures, seminars, and workshops as a common strategy to deal with the calls for the decolonising of curricula. The inquiry is motivated by our concern that some institutions, in an effort to comply, might resort to instrumentalist and quick-fix solutions to decolonise curricula, which result in decolonial-washing rather than substantive change. We discuss the following themes based on the data and literature: decolonial-washing; decolonising of curricula as a national project; political symbolism; and the need for complicated conversations. We also reflect on the methodology used in this study.

Indigenising the University Curriculum in Southern Africa

2020 ◽  
pp. 243-254
Author(s):  
Soul Shava ◽  
Nkopodi Nkopodi
Keyword(s):  
Higher Education ◽  
Southern Africa ◽  
Higher Education Institutions ◽  
Teaching Activities ◽  
Indigenous Epistemologies ◽  
Political Independence ◽  
Research And Teaching ◽  
University Curriculum ◽  
Independent States ◽  
The University

The academic landscape in higher education institutions (universities) in southern Africa (countries in SADC)) remains highly influenced by western epistemologies. This is despite the fact that these academic institutions are situated in independent states. The research and teaching activities in universities are entrenched within western theories and knowledge disciplines that are presented as neutral, universal and singular. The implication is that while we celebrate political independence we are still entrapped in continuing coloniality. This points to a need for reframing the curriculum to prioritise the interests of Africans. This chapter explores possible factors that contribute to the continued alienation of indigenous knowledges in southern African universities. It argues that in order to achieve the indigenisation of universities in Africa there is a need for a decolonial process to subvert and decentre western epistemologies by offering African Indigenous epistemologies and African-centred standpoints as alternatives in research and teaching processes in the academy.

Indigenising the University Curriculum in Southern Africa

2017 ◽  
pp. 80-91 ◽  
Author(s):  
Soul Shava ◽  
Nkopodi Nkopodi
Keyword(s):  
Higher Education ◽  
Southern Africa ◽  
Higher Education Institutions ◽  
Teaching Activities ◽  
Indigenous Epistemologies ◽  
Political Independence ◽  
Research And Teaching ◽  
University Curriculum ◽  
Independent States ◽  
The University

The academic landscape in higher education institutions (universities) in southern Africa (countries in SADC)) remains highly influenced by western epistemologies. This is despite the fact that these academic institutions are situated in independent states. The research and teaching activities in universities are entrenched within western theories and knowledge disciplines that are presented as neutral, universal and singular. The implication is that while we celebrate political independence we are still entrapped in continuing coloniality. This points to a need for reframing the curriculum to prioritise the interests of Africans. This chapter explores possible factors that contribute to the continued alienation of indigenous knowledges in southern African universities. It argues that in order to achieve the indigenisation of universities in Africa there is a need for a decolonial process to subvert and decentre western epistemologies by offering African Indigenous epistemologies and African-centred standpoints as alternatives in research and teaching processes in the academy.

scholarly journals The Job Analysis of Teaching Secretaries Working in an International Environment --- Taking Jinan University, Guangzhou, China as the Research Paradigm

2017 ◽  
Vol 13 (6) ◽  
pp. 181
Author(s):  
Jia Li
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
National Policy ◽  
Chinese Higher Education ◽  
Management Skills ◽  
Qualified Teachers ◽  
International Environment ◽  
The World ◽  
Teachers And Students ◽  
The University

Under the guidance of national policy, Chinese higher education institutions use English as teaching language. With this feature, an international environment is formed that the university offers places to eligible students from all over the world and employs qualified teachers from all over the world to teach students. Working in an international environment, the teaching secretaries’ job is different. This paper analyzes the job particularity of teaching secretaries working in an international environment in higher education institutions that their working language is English and they have to work with teachers and students from all over the world, answer teachers and students questions and solve their problems related to teaching affairs. This paper proposes some effective measures from the personal aspect and university aspect to raise the quality of the teaching secretaries’ job. And this paper gets a conclusion that the teaching secretaries working in an international environment should increasingly improve their comprehensive quality, professional knowledge, and management skills.

Lifelong Learning: Bridging the Gap between Higher Education and Employers' Needs

2000 ◽  
Vol 14 (5) ◽  
pp. 347-350 ◽  
Author(s):  
Deirdre Burnet ◽  
Kevyn Smith
Keyword(s):  
Higher Education ◽  
Lifelong Learning ◽  
Armed Forces ◽  
Civilian Life ◽  
Skill Levels ◽  
North East ◽  
The North ◽  
New Learning ◽  
The Uk ◽  
The University

Promoting the lifelong learning agenda is a clear aspiration within many higher education establishments. But can this aspiration be achieved without rethinking the way in which learning is approached and delivered? The UK government's agenda is targeted at increasing skill levels within business and industry through the delivery of lifelong learning activities, thus enhancing the competitiveness of UK companies. However, to encourage people to participate when they have not engaged in formal learning for some time may be problematic if the benefits of participation are not evidently relevant to them. This paper outlines an approach to lifelong learning that has provided a bridge between the needs of small and medium-sized firms in the North East of England and the University of Northumbria. The learners were Armed Forces personnel who had either left the services with no job to go to, or who were in the process of resettlement, with little idea of employment opportunities open to them in the future. Part of the challenge was to ‘match’ the existing skills of participants to the needs of local employers and to encourage new learning to help make the transition from service to civilian life as smooth as possible.

Value Addition Through Higher Education: With Special Reference To Skill Development In North East India

GIS Business ◽  
2019 ◽  
Vol 14 (6) ◽  
pp. 341-348
Author(s):  
Dr. Mini Jain ◽  
Dr. Mini Jain
Keyword(s):  
Higher Education ◽  
Skill Development ◽  
Development Program ◽  
Value Addition ◽  
Quality Initiatives ◽  
North East India ◽  
North East ◽  
The North ◽  
Skilled Manpower ◽  
The Status

In India, higher education is a need of hour. The excellence of Higher Edification decides the production of skilled manpower to the nation. Indian education system significantly teaching has not been tested too economical to form youths of our country employable in line with the requirement of job market. Despite the rise in range of establishments at primary, secondary and tertiary level our young educated folks don't seem to be capable of being used and recovering job opportunities. Reason being they need not non-heritable such skills essential for demand of the duty market. The present study is aimed at analyzing the status of higher education institutions in terms of Infrastructure, various courses of the institute, quality Initiatives and skill development program offered by the Institutes, in the North-East India region, so as to see whether the Higher Educational Institutes of this region are in the process of gradually developing the skills of the students in attaining excellence. The paper also laid emphasis on the measures adopted by these institutes for quality improvement, and to find out their role in combating the adversity acclaimed in the region, since this region’s development is impeded by certain inherent difficulties However, this paper focuses attention on high quality education with special emphasis on higher education for forward linkages through value addition.

The Indian University in a Comparative Perspective

2018 ◽  
Author(s):  
N.R. Madhava Menon
Keyword(s):  
Higher Education ◽  
Competitive Advantage ◽  
Higher Education Institutions ◽  
Knowledge Society ◽  
Comparative Perspective ◽  
Policy Changes ◽  
University System ◽  
Current State ◽  
The World ◽  
The University

The purpose of looking at Indian universities in a comparative perspective is obviously to locate it among higher education institutions across the world and to identify its strengths and weaknesses in the advancement of learning and research. In doing so, one can discern the directions for reform in order to put the university system in a competitive advantage for an emerging knowledge society. This chapter looks at the current state of universities in India and highlights the initiatives under way for change and proposes required policy changes.

ORGANIZATION OF INTERUNIVERSITY COOPERATION AS ONE OF THE STRATEGIC DIRECTIONS OF INTERNATIONAL ACTIVITIES OF UNIVERSITY

2016 ◽  
Vol 12 (3) ◽  
pp. 50-60
Author(s):  
SVETLANA KOBACHEVSKAYA
Keyword(s):  
Higher Education ◽  
International Cooperation ◽  
Higher Education Institutions ◽  
Bologna Process ◽  
State Pedagogical ◽  
Current Article ◽  
International Activities ◽  
The University ◽  
The Bologna Process

In the current article, the viewpoints of the Belarusian and foreign scientists and experts on the organization of international cooperation in Higher Education Institutions within the Bologna process are analyzed, the directions of organization of interuniversity cooperation of the university are considered, the experience of Belarusian State Pedagogical University named after Maxim Tank in this direction and the objectives of interuniversity development are defined.

Quality assurance systems: enemies or allies of innovation in higher education institutions?

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Mariana Ferreira de Mello Silva ◽  
Eduardo Raupp de Vargas
Keyword(s):  
Higher Education ◽  
Quality Assurance ◽  
Literature Review ◽  
Higher Education Institutions ◽  
University Management ◽  
Content Type ◽  
Body Of Knowledge ◽  
The University ◽  
The Relationship ◽  
Innovation In Higher Education

Purpose This study aims to examine the extant literature to analyze the relationship between quality assurance (QA) and innovation in the higher education context. Design/methodology/approach This study selected 63 articles through a systematic literature review in Scopus and Web of Science databases and performed a descriptive and thematic synthesis-analysis on the sample. Findings The research identifies several perspectives discussed on QA systems covering experiences, criticisms and practice implications. The literature review shows there is no clear consensus on whether innovation in higher education institutions (HEIs) is fostered or hindered by QA processes. However, it seems that the likelihood of innovativeness and positive QA outcomes are directly linked to how these processes are managed in universities. Research limitations/implications This review highlights the university management concerns that emerge with QA issues as it is not yet clear to what extent innovation is actually promoted in scenarios where QA is applied. Hence, this literature review could be considered comprehensive but not exhaustive. Further studies are recommended to improve the understanding of how HEIs can both innovate and ensure quality at the same time. Originality/value The paper contributes to the existing body of knowledge by advancing the opportunities and challenges that HEIs face due to QA system features.

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