scholarly journals Curriculum Politics in Higher Education: What Educators need to do to Survive

2015 ◽  
Vol 4 (3) ◽  
Author(s):  
Stephen - Joseph
Keyword(s):  
Higher Education ◽  
Curriculum Politics

Security, Privacy, and Politics in Higher Education

2008 ◽  
pp. 324-333
Author(s):  
Dan Manson
Keyword(s):  
Higher Education ◽  
Organizational Structures ◽  
Security And Privacy ◽  
Technical Issue ◽  
Faculty Hiring ◽  
University Curriculum ◽  
Academic Senates ◽  
Curriculum Politics ◽  
Faculty Department ◽  
Organizational Issue

This chapter introduces the interrelationships of security, privacy and politics in higher education. University curriculum politics are ingrained through organizational structures that control faculty hiring, retention, tenure, and promotion, and self-governance policy bodies such as academic senates and faculty curriculum committees that control curriculum approval and implementation. Compounding the politics of curriculum are different constructs of security and privacy, with security viewed as a technical issue versus privacy as a legal and organizational issue. The author believes that multiple disciplines must learn to work together to teach the constantly changing technical, scientific, legal, and administrative security and privacy landscape. While university “ownership” of security and privacy curriculum may create new political challenges, it has the potential to help limit competing faculty, department and program politics.

Cluttering in the Communicative Disorders Curriculum

2009 ◽  
Vol 19 (2) ◽  
pp. 52-57
Author(s):  
John A. Tetnowski
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Communication Disorders ◽  
Educational Opportunities ◽  
Opportunities For Learning ◽  
Communicative Disorders ◽  
Theoretical Issues

Abstract Cluttering is discussed openly in the fluency literature, but few educational opportunities for learning more about cluttering exist in higher education. The purpose of this manuscript is to explain how a seminar in cluttering was developed for a group of communication disorders doctoral students. The major theoretical issues, educational questions, and conclusions are discussed.

Systems of Oppression in Geriatric Clinical Service Delivery

2021 ◽  
pp. 1-3
Author(s):  
Diane L. Kendall
Keyword(s):  
Higher Education ◽  
Service Delivery ◽  
Clinical Setting ◽  
Service Providers ◽  
Hard Work ◽  
Clinical Service ◽  
Meaningful Change ◽  
Important Work ◽  
Speech Language Pathologists ◽  
Medical Institutions

Purpose The purpose of this article was to extend the concepts of systems of oppression in higher education to the clinical setting where communication and swallowing services are delivered to geriatric persons, and to begin a conversation as to how clinicians can disrupt oppression in their workplace. Conclusions As clinical service providers to geriatric persons, it is imperative to understand systems of oppression to affect meaningful change. As trained speech-language pathologists and audiologists, we hold power and privilege in the medical institutions in which we work and are therefore obligated to do the hard work. Suggestions offered in this article are only the start of this important work.

Thriving in Academia: Understanding and Managing the Complexities of Faculty Work

2012 ◽  
Vol 15 (2) ◽  
pp. 77-84 ◽  
Author(s):  
Ketevan Mamiseishvili
Keyword(s):  
Higher Education ◽  
Education Research ◽  
Community Engagement ◽  
Everyday Life ◽  
Work Setting ◽  
Higher Education Research ◽  
Faculty Work ◽  
College And University ◽  
Teaching Research ◽  
University Settings

In this paper, I will illustrate the changing nature and complexity of faculty employment in college and university settings. I will use existing higher education research to describe changes in faculty demographics, the escalating demands placed on faculty in the work setting, and challenges that confront professors seeking tenure or administrative advancement. Boyer’s (1990) framework for bringing traditionally marginalized and neglected functions of teaching, service, and community engagement into scholarship is examined as a model for balancing not only teaching, research, and service, but also work with everyday life.

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