scholarly journals The Social Role of Higher Education: Comparative Perspectives. Eds. Ken Kempner and William G. Tierney. New York: Garland Pub. (Garland Reference Library of Social Science, 988; Garland Studies in Higher Education, 7), 1996. 215p. $40 alk. paper. ISBN 0-8153-1765-4. LC 96-16423.

1997 ◽  
Vol 58 (3) ◽  
pp. 282-284
Author(s):  
Allan F. Burns
Keyword(s):  
Higher Education ◽  
New York ◽  
Social Science ◽  
Social Role ◽  
Reference Library ◽  
The Social

scholarly journals Entry barriers and “Glass Roof” in University Management in Colombia

2019 ◽  
Vol 35 (65) ◽  
pp. 18-30
Author(s):  
Cristian Bedoya Dorado ◽  
Mónica García-Solarte ◽  
Juan Sebastián Peña-Zúñiga ◽  
Steven Alejandro Piñeros Buriticá
Keyword(s):  
Higher Education ◽  
Social Role ◽  
Institutions Of Higher Education ◽  
University Management ◽  
Structured Interviews ◽  
The Social ◽  
Management Positions ◽  
The University ◽  
The Relationship

Management in the context of higher education has been characterized by the predominance of male participation, mainly in senior management positions. As a result, women’s low participation is mainly concentrated in lower management positions, and their chances of escalating hierarchical positions are mediated by various factors ranging from subjective to socially naturalized. The objective of this research is to analyze the barriers women face to enter and escalate positions in university management in Colombia. Under a qualitative design, 26 semi-structured interviews were applied to university managers from different institutions of higher education in Colombia. The transcripts were analyzed using discourse analysis through three categories: individual, internal, and external barriers of the university. It was found that women face entry and promotion barriers marked by experiences, and conditions of inequality and discrimination in a male-dominated context. These barriers are conditioned by personal elements, organizational culture, and the social role of women. In addition, women’s trajectories involve mediation between professional development and family life. The study reveals experiences that contribute to understanding the research phenomenon from the webbing of senses and meanings. It is posited that the “glass ceiling” is mediated by variables in the internal order, and by the relationship between universities and their context.

scholarly journals DESAFÍOS EPISTEMOLÓGICOS DE LA EDUCACIÓN SUPERIOR EN EL SIGLO XXI

2018 ◽  
Vol 25 (1) ◽  
pp. 11
Author(s):  
Alberto Matías González ◽  
Orlando Fernández Aquino
Keyword(s):  
Higher Education ◽  
Social Role ◽  
Educación Superior ◽  
Educacion Superior ◽  
Synthetic Vision ◽  
Science Technology ◽  
The Social ◽  
Paradigmatic Change ◽  
The University

Acudir a la epistemología es una práctica necesaria para el desempeño de la Educación Superior, más si se trata de la universidad en una sociedad cambiante, con interrogantes que echan por tierra lascreencias con las que se han diseñado los sistemas educativos. El objetivo ha sido analizar la mudanza paradigmática que está ocurriendo en la actualidad en las ciencias, y en particular en la concepción del papel social de la Universidad, marcada por el surgimiento de epistemologías emergentes como el Pensamiento Complejo, el Movimiento Ciencia, Tecnología y Sociedad, la Epistemología del Sur y la Epistemología de Segundo Orden. El método ha sido el análisis hermenéutico de las fuentes consultadas. El resultado ha sido una visión sintética de la trasformación epistemológica en curso contenida en tendencias de pensamento que, a pesar de sus diferencias, presentan coincidencias que muestran una ruptura con la epistemologia positivista tradicional, la cual ha sido el sostén de formas de educación que han quedado obsoletas.EPISTEMOLOGICAL CHALLENGES OF HIGHER EDUCATION IN THE 21ST CENTURYAbstractReturn to the epistemology is a necessary practice for the performance of Higher Education, still more so in the case of the university in the mutant society with question that play by land the beliefs considered in the design of the educative systems. The objective of this study was to analyze the paradigmatic change that is happening currently in the sciences, and in particular in the conception of the social role of the University, marked by the emergence of emerging epistemologies such as Complex Thought, the Movement Science, Technology and Society, the Epistemology of the South and the Epistemology of the Second Order. The method was the hermeneutic analysis of the consulted sources. The result was a synthetic vision of the still in progress epistemological transformation expressed in trend of thought tendencies that, despite their differences, present coincidences that show a rupture with the traditional positivist epistemology, which has been the support of forms of education that are obsolete.Keywords: Positivism. Higher education. Epistemology.DESAFIOS EPISTEMOLÓGICOS DA EDUCAÇÃO SUPERIOR NO SÉCULO XXIResumoRetomar a epistemologia é uma prática necessária para o desempenho da Educação Superior, mais ainda em se tratando da universidade numa sociedade mutante com interrogações que jogam por terra as crenças consideradas no desenho dos sistemas educativos. O objetivo deste estudo foi analisar a mudança paradigmática que está acontecendo na atualidade nas ciências e, particularmente, na concepção do papel social da universidade, marcada pelo aparecimento de epistemologias emergentes como o Pensamento Complexo, o Movimento Ciência, Tecnologia e Sociedade, a Epistemologia do Sul e a Epistemologia de Segunda Ordem. O método foi a análise hermenêutica das fontes consultadas. O resultado foi uma visão sintética da transformação epistemológica em curso expressa em tendências de pensamento que, apesar de suas diferenças, apresentam coincidências que mostram uma ruptura com a epistemologia positivista tradicional, a qual tem sido a base de formas de educação que estão obsoletas.Palavras-chaves: Positivismo. Educaçao Superior. Epistemologia.

scholarly journals Art, Architecture and the Law: The Architectural Project and the Legal Contract as Social Artefacts

2014 ◽  
Author(s):  
André Bélanger ◽  
Anne Bordeleau
Keyword(s):  
New York ◽  
Social Role ◽  
Physical Space ◽  
American Constitution ◽  
Paul Auster ◽  
Interior Space ◽  
Legal Contract ◽  
The Social ◽  
Theory Of Law

In an installation presented at the Cooper Gallery in New York in 2005, the British-American artist Carey Young located six vinyl lines on the floor and walls of a room. She then placed an inscription announcing that the American Constitution would temporarily not apply to those who decided to stand within the space defined by the lines. In this political yet playful installation entitled Declared Void , Young points to the grey zones of the legal system, while also questioning the social role of architecture, and even our understanding of what constitutes a defined space. In a piece entitled Double Game , 1999, the artist Sophie Calle worked with Paul Auster in a performance piece in which they mutually entered a contract according to which Calle played the role of a character in one of Auster’s novels. It involved her deliberately appropriating various sites in New York City in such a way that the accepted conventions of their public use were overturned. Converting, for example, a telephone booth into a decorated interior space for private use she temporarily broke basic spatial contracts about the shared use of spaces in the city while, simultaneously, placing the ‘contract’ at the center of the work. Similarly, the Spanish artist Santiago Sierra has played with notions of the contract and our contractual use and reading of spaces in works such as A line of 160cm tattooed on 4 people , 2000, in which he uses the gallery setting as a spatial symbol that ‘legitimizes’ the contracting of four prostitutes in an agreement that allows their bodies to be indelibly marked in the name of an art performance. Following a tradition evident since the 1950s, the work of these artists has used the notion of the contract and the social ambiguities of space in a way that has either been foregrounded in their final pieces, or is indispensable to the discomfort created by their work. Operating in a blurred legal and spatial zone, these artists question the jurist’s notions of the contract and the architect’s ideas of space. As a result, they also open up both disciplines to a cross disciplinary reading that investigates their real and conceptual overlaps. In creating works that invite a ‘contractual’ (and thus immaterial) reading of physical space and an examination of the ‘real’ (and thus material) consequences of the contract they allow us to consider issues of direct importance to the theory of law; architecture’s role in contemporary society; and how a cross disciplinary perspective of these issues potentially opens architecture and the contract – understood as social artefacts – to the full implications of a reading through the prism of Hannah Arendt’s ‘subjective in-between’ – a realm in which the “intangible is no less real than the world of things we visible have in common”.

scholarly journals Bullshit journalism and Japan: English-language news media, Japanese higher education policy, and Frankfurt’s theory of “bullshit”

2019 ◽  
pp. 75-91
Author(s):  
Kenn Nakata Steffensen
Keyword(s):  
Higher Education ◽  
Social Science ◽  
News Media ◽  
English Language ◽  
Dominant Role ◽  
Western World ◽  
Academic Knowledge ◽  
Sports Science ◽  
The Social

The last sentence in Hans Christian Andersen’s fairy tale There is no doubt about it reads: ‘It got into the papers, it was printed; and there is no doubt about it, one little feather may easily grow into five hens.’ In September 2015 a process very similar to the rumour-mill in Andersen’s satire swept across the internet. An inaccurate–and on inspection highly implausible–report was picked up and amplified by several British and US news organisations. Thus, an improbable claim about the Japanese government’s decision to effectively abolish the social sciences and humanities quickly became established as a morally reprehensible truth. Once the ‘facts’ of the matter were reported by authoritative English-language media organisations, the outrage spread to other languages, and an online petition was launched to make the government ‘reconsider’ a decision it had not taken. In light of the ‘misunderstandings’ that had circulated in the foreign press, the Japanese Ministry of Education, Culture, Sports, Science and Technology eventually felt compelled to issue a statement, in English, to clarify that it had no intention of closing social science and humanities faculties. What transpired in these transactions between Times Higher Education, Bloomberg, the Wall Street Journal, Time, the Guardian, and other news outlets is of more than passing anecdotal interest. Consideration of the case offers insights into the dominant role of the English-using media in constituting Japan and Asia as an object of Western knowledge and of the part played in this by what Harry Frankfurt theorised as the sociolinguistic phenomenon of “bullshit”. The Times Higher Education article and the ones that followed were all examples of the “bullshit” that arguably increasingly proliferates in both journalistic and academic discourse, especially when “circumstances require someone to talk without knowing what he is talking about” (Frankfurt 2005: 63). It would appear that the kind of “bullshit journalism” represented by the global media storm in question is more likely to be produced when the West reports about ‘the rest’. The paper uses the case of the purported existential threat to the social science and humanities in Japan to discuss wider arguments about the role of ‘bullshit’ in journalistic and academic knowledge production and dissemination about the non-Western world.

scholarly journals ON THE GROWING SOCIAL ROLE OF UNIVERSITIES UNDER KNOWLEDGE SOCIETY

2020 ◽  
Vol 2 ◽  
pp. 182
Author(s):  
Olena Orzhel ◽  
Kateryna Tryma
Keyword(s):  
Higher Education ◽  
Social Role ◽  
Higher Education Institutions ◽  
Knowledge Society ◽  
Emergency Situations ◽  
Governmental Organizations ◽  
Non Governmental Organizations ◽  
The Social ◽  
State Actors

The paper intends to investigate the social role of higher education institutions (HEIs) under knowledge society. As knowledge becomes the main asset and driver of social-economic transformations in the 21st century, HEIs are positioned as centres where knowledge is generated, accumulated, disseminated and applied. With emergence of knowledge society, university mission “to contribute to the public good” is becoming more visible and tangible in HEIs’ operations. Responding to community needs or societal demand, HEIs will liaise and/or compete domestically and internationally with other state and non-state actors: non-governmental organizations (NGOs), authorities, interest groups, local communities. Both competition and cooperation may produce win-win effect, or end up with win-lose or lose-lose result.Case study method will be used to research different cooperation patterns between HEIs and other actors. In more detail, relationship between HEIs and NGOs will be explored to test the hypothesis that NGOs, who have been leaders in societal change over the last three - four decades, are losing primacy to HEIs. We will examine the social role of HEIs and their cooperation with civil society in situation of emergency, when societal demand for knowledge, expertise and response to crisis is high. In detail, we intend to look at Mariupol State University – a HEI with strong community ties and reputation of a civic university – in order to examine its community service and interaction with municipal knowledge hubs during hybrid war unleashed in 2014. Therefore, the aim of this research paper is to investigate whether and how under knowledge society the social role of HEIs changes in emergency situations and outline their possible contribution to problem-solving in cooperation with other partners, first of all NGOs. Key words: higher education institutions, non-state actors, non-governmental organizations, knowledge hub, knowledge economy. 

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