scholarly journals Unequal Classrooms: Online Higher Education and Non-Cognitive Skills

2020 ◽  
Vol 23 (2) ◽  
pp. 97-113 ◽  
Author(s):  
Jennifer M. Morton
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Low Income ◽  
Cognitive Skills ◽  
Economic Role ◽  
Social And Emotional ◽  
The Social ◽  
The University ◽  
Changing Role

In this paper, I reflect on the changing role of higher education by focusing on the case of online education. I consider the promise of online education as a means to mitigate educational inequalities. Based on the available empirical evidence, I argue that this promise is unlikely to be fulfilled because online education is not well-suited to develop the social and emotional skills needed by students from low-income and minority backgrounds for social mobility. Nonetheless, the changing social, political, and economic role of the university should lead us to revise the classical vision of the university’s aims. I argue that the aim of the university should be sensitive to its new social, political, and economic role without falling prey to coarse pragmatism. This third approach delicately navigates the middle-ground between idealism and pragmatism.

Higher Education, Social Welfare, and Corruption

2019 ◽  
pp. 54-78
Author(s):  
Marlene M. Mendoza-Macías
Keyword(s):  
Higher Education ◽  
Human Development ◽  
Wealth Distribution ◽  
Sustainable Human Development ◽  
The Social ◽  
The World ◽  
Primary Focus ◽  
The University ◽  
Social Management

The world is facing multiple changes and challenges; the environment shows inequalities, poverty, and corruption. Ecuador is not the exception. The man is declared the primary focus of the Ecuadorian Constitution to meet such changes. The objective of decreasing poverty, improving wealth distribution, and contributing to sustainable human development is unavoidable. In that context, the university has the pivotal role in generating interaction with society and its reality, to train professionals social and humanly responsible towards such facts, to promote the social management of knowledge from different action fields. The goal of this chapter is to specify the role of higher education institutions (HEIs) in a society where they take part, to draw up social responsibility of universities in Guayaquil and the challenges they face, as well as actions that contribute to the eradication of corruption and greater wellbeing of the society.

scholarly journals THE CHANGING ROLE OF FACULTY AND ONLINE EDUCATION

2019 ◽  
Vol 10 (4) ◽  
Author(s):  
Murray Turoff
Keyword(s):  
Higher Education ◽  
Online Education ◽  
Degree Programs ◽  
Academic Quality ◽  
Institutional Policies ◽  
Promotion And Tenure ◽  
Will Force ◽  
Changing Role ◽  
The U.S

Environmental forces influencing the future of higher education in the U.S. threaten to undermine the desirable role of faculty as arbiters of academic quality. For online learning to live up to its potential, institutional policies can return academic authority to faculty over degree programs in all modes and support the importance of education in promotion and tenure processes. Accreditation agencies traditionally have been a service to the institutions and the administration at higher education institutions; they will also have to become an equal service to the consumer of higher education. Consumerism will force all those concerned with the quality and utility of a higher education to focus on the quality and effectiveness of the instructors.

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 Estrategias en la formación de líderes egresados de ingeniería [Education strategies for the graduated engineering leadership]

2015 ◽  
Author(s):  
Alejandro Arturo Pérez Villegas ◽  
Adriana María Sánchez Navarrete ◽  
Mónica Méndez Montero
Keyword(s):  
Higher Education ◽  
Active Role ◽  
Continuous Change ◽  
Continuous Education ◽  
Professional Needs ◽  
Desarrollo Profesional ◽  
Enseñanza Superior ◽  
The Social ◽  
The University

En trabajos previos de investigación sobre liderazgo se detectaron las carencias que manifiestan los egresados para su inserción social en los diversos ambientes de desarrollo profesional, principalmente en la superación del estrés ante la oportunidad de un nuevo empleo o ascenso. El objetivo de este trabajo, es plantear los medios para incorporar los elementos que enriquecen el ejercicio de la ingeniería, tal como el liderazgo, una vez que se ha egresado de la universidad. Para ello es necesario analizar el vínculo que se forma entre la escuela de enseñanza superior y el ingeniero durante su tránsito por las aulas. Por medio de este análisis y mediante observaciones y encuestas realizadas que contrastan las experiencias entre estudiantes y egresados, aparece en perspectiva el rol de la universidad en su papel activo durante la impartición de conocimientos en los salones de clase, así como en la organización de cursos y otros eventos de extensión que respondan a las necesidades profesionales en continuo cambio de los egresados.Palabras Clave: Liderazgo, necesidades profesionales, egresados de ingeniería, educación continua.  Previous papers relative to the social immersion to professional work at different environments, for the newly engineering graduates include lack of leadership, resulting the new job fear. The aim of this work is to propose the proper means to incorporate the elements that enrich the exercise of the engineering as soon as it has been graduated from the university, analyzing the link that is established between the school of higher education and the engineer during his/her traffic by the classrooms. Through the analysis of observations and applied surveys and having compared the experiences between pregrade students and graduated ones, the role of the university appears in perspective in its active role during lectures at the classroom, as well as in the planning of courses and several other events of extension that answer to the professional needs in continuous change of the graduated ones.Keywords: Leadership, professional needs, graduated engineers, continuous education.  

scholarly journals Education in Madrassa: Understanding the Motivation and Prospects of Passed out Students in Abbottabad, Pakistan

2021 ◽  
Vol 58 (1) ◽  
pp. 633-646
Author(s):  
Adnan Ahmad Dogar Et al.
Keyword(s):  
Low Income ◽  
Formal Education ◽  
Group Discussion ◽  
Male Students ◽  
Primary Data ◽  
Religious Institutions ◽  
Economic Role ◽  
Political Role ◽  
The Social

Religious institutions have become a highly debated field especially after the incident of 9/11. A section of scholars held madrassa students responsible for growing unemployment and despair in the society. Besides the formal education in Pakistan hundreds of thousands of students are also studying in madrassas. The curricula being taught in madrassas is out dated and nonconforming with the contemporary needs of the society. The study analyzed the motivation behind student enrollments in the madrassas and socio economic role of the passed out students of madrassa. Primary data was collected from 143 respondents consisting of enrolled and passed out students, teachers and administration staff of madrassas through questionnaires followed up with in depth interviews and focus group discussion. The study revealed that high number of students (58% male &52 female) joined madrassa due to the poverty. Overall 70% parents were found to be illiterate or less educated (illiterate 15%, & below matric 55%) whereas 78% students belonged from large and overburdened families. On the other hand, the unemployment ratio was found to low (10%) in male students and surprisingly high in female students (65%) due to various cultural factors. However, the employed respondents (85% male and 13% female) were found to be receiving very low income depicting a negligible economic role of the passed-out students of madrassa. On contrary the social and political role of the madrassa was reveled surprisingly significant.

scholarly journals UNIVERSITY AUTONOMY AS THE CONDITION FOR HIGH EDUCATION INTERNATIONALIZATION : UKRAINIAN HISTORICAL PRACTICES AND CURRENT CHALLENGES

2020 ◽  
pp. 5-25
Author(s):  
Demyanenko
Keyword(s):  
Higher Education ◽  
Labor Market ◽  
Education System ◽  
Political Life ◽  
Freedom Of Choice ◽  
Educational Processes ◽  
The Social ◽  
Historical Practices ◽  
The University

Autonomy as a principle of organizing activities and ensuring the management of the university remains the subject of heated debate. Approaches to its implementation in the system of national education, coordination from the standpoint of internationalization of educational processes, determining the place of the higher education system of Ukraine in the European and world educational space differ. Identifying the general and special in the development of Ukrainian 6 university education and the University of Western Europe will help to outline prospects and identify real ways to address this issue. Problems of democratization and humanization of higher education became relevant in the late 20-th century. The transition to the market economy of competition and freedom of choice also affected higher education. In modern conditions, the development of its new model is economically determined and socially demanded. However, history and the present prove that a a high role of university in the education system, in the social and political life depends primarily on the level of its autonomy and academic climate. Autonomy is necessary for university to realize the interests of its social environment and its own internal goals. Since the 13-th century European University that arose in Italy and southern France began its expansion as the way of providing higher education. By the middle of the 15-th century «university development» covered the whole Central Europe. Problems of democratization and humanization of higher education became relevant in the late 20-th century. The transition to the market economy of competition and freedom of choice also affected higher education. In modern conditions, the development of its new model is economically determined and socially demanded. However, history and the present prove that a a high role of university in the education system, in the social and political life depends primarily on the level of its autonomy and academic climate. Autonomy is necessary for university to realize the interests of its social environment and its own internal goals. Ukraine faces a situation of overcoming the consequences of centralized management in higher education and developing of those features in academic life that are able to ensure the liberalization of higher education. The Law of Ukraine «On Higher Education» (2014) enshrines academic, organizational, financial autonomy of university and includes decentralization (a number of powers goes to the departments and faculties). University has to improve its status to provide services to many social institutions. Accordingly, it is necessary to coordinate priorities of the state policy in education, society interests, goals and objectives of university. Only then university can become an equal partner in relations with the state, civil society, labor market and individual. In this regard, it is important to determine the paradigmatic areas that set the differentiation and generate a variety in modeling of university: 1) education - research; 2) training - education; 3) patronage (public administration) - autonomy (self-government). The principle of autonomy is carefully protected by modern university, as it has been protected throughout the period of its development. This is required by the need to maintain academic status which allows to cultivate science, to educate intellectual elite, to develop spiritual potential of society. Autonomy remains the basis of university life, but today it should be redefined with a view to the internationalization of educational processes, the integration of university into economy, labor market and program of national development in the globalized world. Key words: organizational autonomy, academic autonomy, university autonomy, internationalization of higher education, historical practices, challenges of today

scholarly journals Social justice debate and college access in Latin America: merit or need? The role of educational institutions and states in broadening access to higher education in the region

2017 ◽  
Vol 25 ◽  
pp. 73 ◽  
Author(s):  
Cristobal Villalobos ◽  
Ernesto Treviño ◽  
Ignacio Wyman ◽  
Judith Scheele
Keyword(s):  
Higher Education ◽  
Social Justice ◽  
Latin America ◽  
Educational Institutions ◽  
Access To Higher Education ◽  
The Social ◽  
Scholarship Program ◽  
High Level ◽  
The University

During the first decade of the 21st century, Latin America experienced an intense economic growth that increased access in the school system. In this context, the paper  analyzes four different programs from Bolivia (Intercultural Community Indigenous Universities), Brazil (Quotas´ Law), Chile (Follow up and Effective Access to Higher Education Program) and Ecuador (Scholarship Program based on Quotas) aimed at improving the participation of marginalized students in the university from three different perspectives. First, conceptually, the paper analyzes the governance of these programs in terms of what are the institutional arrangements that define who is responsible for solving this source of inequality in higher education. Second, the study looks at the concepts of equality, fairness, merit, need and diversity behind the different initiatives presented, using the social justice debate. Thirdly, the paper uses the framework of analysis of different types of access programs to study the scope, components and arrangements of the policies.  The results show a high level of heterogeneity in the characteristics and focuses of the programs, which allows to deepen the discussion on the role of access to higher education in the region.

Conclusion

2012 ◽  
Author(s):  
Elizabeth Popp Berman
Keyword(s):  
Alternative Possibilities ◽  
Academic Science ◽  
Main Argument ◽  
Economic Role ◽  
Way Of Thinking ◽  
The University ◽  
Changing Role

The preceding chapters have presented evidence in support of the book's main argument that government decisions were the most important driver of universities' decision to expand their economic role, and that those decisions were made because a new way of thinking became politically important. This concluding chapter reexamines the evidence for that argument and compares the proposed explanation with alternative possibilities. It then takes a step back to consider some broader implications of the story told about the transformation of academic science, both for how we understand the changing role of the market in our society and for how we think about the university today.

Building on the Backs: Basil Spence, Queens’ College Cambridge and University Architecture at Mid-Century

2011 ◽  
Vol 54 ◽  
pp. 383-405 ◽  
Author(s):  
Louise Campbell
Keyword(s):  
Higher Education ◽  
Second World War ◽  
University Education ◽  
The Social ◽  
History Of ◽  
Robbins Report ◽  
Queens College ◽  
The University ◽  
Second World

Higher Education in Britain expanded dramatically during the 1950s and 1960s. The trigger for growth was the Barlow Report of 1946, which recommended an immediate doubling of the number of science students and an increase in the total number of student places, of which there had been c. 50,000 in 1939, to 70,000 by 1950 and 90,000 by 1955. The 1963 Robbins Report continued and accelerated this expansionist policy, proposing that half a million student places be created by 1980. In the event, although funding was less generous than Barlow had recommended, the numbers achieved were far greater, and 85,000 students were in Higher Education by 1950. The impetus for this growth, which included the foundation of seven new universities (the so-called ‘Shakespearean Seven’) and the enlargement of existing institutions, stemmed from an ambitious vision of the role of universities after the Second World War. Higher Education, and particularly scientific training, was seen as one way to maintain Britain’s position on the world stage. Equally important was the principle of widening access, and a concern to broaden the social base of university education found expression in a range of new approaches to design. Within this context, the universities of Oxford and Cambridge also witnessed significant expansion, but in a very particular way and with distinctive results on account of these universities’ collegiate structure. As elsewhere, buildings at Oxbridge for teaching and research were dependent on finance from the University Grants Committee, but the semi-autonomous colleges could draw on their own (sometimes considerable) resources when it came to building. Furthermore, college dons could exercise significantly more influence over the choice of architect than was possible elsewhere. The colleges of Oxford and Cambridge therefore provided an important environment in which new architectural ideas could be explored. An early contribution to the debate was made by the Erasmus Building, a residential block at Queens’ College, Cambridge, designed by Basil Spence in 1958 (Fig. 1). Although the history of Spence’s design is inextricably bound up with its Cambridge context, as an attempt to reformulate the collegiate ideal it also offers a foretaste of the debates that shaped the new universities in the decade that followed.

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