scholarly journals The Emergence of the Professional Field of Higher Education in Sweden

2013 ◽  
Vol 3 (2) ◽  
Author(s):  
Ola Agevall ◽  
Gunnar Olofsson
Keyword(s):  
Higher Education ◽  
Knowledge Society ◽  
Building Blocks ◽  
Industrial Society ◽  
Social Functions ◽  
University System ◽  
University Teachers ◽  
History Of ◽  
Professional Field ◽  
The University

The changing structure of the Swedish university system has shaped its corps of university teachers. The analytical device used to demonstrate this connection is the changing social functions of Swedish universities which serve as the lens through which we understand this change. We argue for five successive and historically added layers of functions: the training of church officials, state functionaries, experts of the industrial society, the welfare professions, and, finally, the mass of employees of the “knowledge society.” Each new function is superimposed on the existing ones, adding to the complexity of tasks, areas of knowledge, and teacher categories in the universities. The position of the university as the arbiter of the highest form of knowledge, the internal differentiation of the field of higher education, and the growth and stratification of its teaching corps are three main building blocks for this history of the Swedish system of higher education.  

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.

scholarly journals Humanistic orientation of Russian higher education as a new vector of its development

2021 ◽  
Vol 99 ◽  
pp. 01023
Author(s):  
Rimma Gilmeeva ◽  
Luitsiia Shibankova
Keyword(s):  
Higher Education ◽  
Knowledge Society ◽  
Social Institutions ◽  
University Teachers ◽  
Russian Higher Education ◽  
Active Subject ◽  
Humanitarian Values ◽  
Cultural Reality ◽  
The University

The relevance of the problem is due to the fact that the system of education in the global educational environment turned to be dependable from the challenges of a dynamic socio-cultural reality. High-technological industry with the growing role of knowledge in all the spheres of life activity, and in the sphere of an intellectual labour implies reconsideration of higher school functions as valuable social institutions. The article reveals the potential of higher schools connected with regeneration of knowledge, and with an efficient development of professional-corporative identity of the personnel, interaction with stake-holders, and regeneration of the crisis of reliability in the educational organization. The problem of preserving humanitarian values of education in the process of training as an active subject of knowledge society continues to be principally essential. Therefore, there appeared the need to search for a relatively new socio-cultural model of the university, which will be able to preserve an idea of humanity and fundamentality of higher education. The authors’ scientific positions will be of interest to the University-teachers, the researchers, the young scientists and the post-graduate students.

Evaluation of the Academic Setting in Spain 1This study was financed by the University of Oviedo.

1995 ◽  
Vol 11 (2) ◽  
pp. 133-137 ◽  
Author(s):  
Juan Fernández ◽  
Miguel A. Mateo ◽  
José Muñiz
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Social Climate ◽  
Three Dimensions ◽  
Academic Setting ◽  
Teaching And Research ◽  
Evaluation Questionnaire ◽  
University Teachers ◽  
The University

The conditions are investigated in which Spanish university teachers carry out their teaching and research functions. 655 teachers from the University of Oviedo took part in this study by completing the Academic Setting Evaluation Questionnaire (ASEQ). Of the three dimensions assessed in the ASEQ, Satisfaction received the lowest ratings, Social Climate was rated higher, and Relations with students was rated the highest. These results are similar to those found in two studies carried out in the academic years 1986/87 and 1989/90. Their relevance for higher education is twofold because these data can be used as a complement of those obtained by means of students' opinions, and the crossing of both types of data can facilitate decision making in order to improve the quality of the work (teaching and research) of the university institutions.

Thyrsa Wealtheow Amos: The Dean of Deans

NASPA Journal ◽  
2004 ◽  
Vol 41 (2) ◽  
Author(s):  
Richard J. Herdlein
Keyword(s):  
Higher Education ◽  
Student Affairs ◽  
Historical Research ◽  
University Of Pittsburgh ◽  
Student Personnel ◽  
Dean Of Women ◽  
History Of ◽  
Personnel Administration ◽  
The University

The scholarship of student affairs has neglected to carefully review its contextual past and, in the process, failed to fully integrate historical research into practice. The story of Thyrsa Wealtheow Amos and the history of the Dean of Women’s Program at the University of Pittsburgh,1919–41, helps us to reflect on the true reality of our work in higher education. Although seemingly a time in the distant past, Thyrsa Amos embodied the spirit of student personnel administration that shines ever so bright to thisd ay. The purpose of this research is to provide some of thatcontext and remind us of the values that serve as foundations of the profession.

scholarly journals Effects of Socio-Academic Intervention on Student Performance in Vulnerable Groups

2021 ◽  
Vol 13 (14) ◽  
pp. 7673
Author(s):  
Tarquino Sánchez-Almeida ◽  
David Naranjo ◽  
Raquel Gilar-Corbi ◽  
Jessica Reina
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Student Performance ◽  
Academic Intervention ◽  
Vulnerable Groups ◽  
University System ◽  
Higher Education System ◽  
Economic Support ◽  
Support Mechanisms ◽  
The University

In Ecuador, affirmative action policies enable students from vulnerable groups to preferentially enter universities. However, these policies are limited to admission and do not include academic or socio-economic support mechanisms that, according to the literature, promote student insertion in the higher education system. In this study, the effects of socio-academic intervention on the academic performance of vulnerable students are presented. For this, 41 students were selected among 164 vulnerable students entering the Escuela Politécnica Nacional in the second term of 2019. The 41 students attended a socio-academic intervention course for one term, while the remaining 123 attended the Escuela Politécnica Nacional levelling course directly. Once both groups of students finished the levelling course, their performance in each of the course subjects was compared. The results showed that the academic performance of the students in the intervention was significantly higher in mathematics and geometry compared to the students who had no intervention. These results show that the socio-academic intervention promotes the real insertion of vulnerable students in the university system.

scholarly journals The Higher Education Sustainability before and during the COVID-19 Pandemic: A Spanish and Ecuadorian Case

2021 ◽  
Vol 13 (11) ◽  
pp. 6363
Author(s):  
Johanna Andrea Espinosa-Navarro ◽  
Manuel Vaquero-Abellán ◽  
Alberto-Jesús Perea-Moreno ◽  
Gerardo Pedrós-Pérez ◽  
Pilar Aparicio-Martínez ◽  
...  
Keyword(s):  
Higher Education ◽  
Information And Communication Technologies ◽  
Online Teaching ◽  
Communication Technologies ◽  
University Teachers ◽  
Qualitative Survey ◽  
Information And Communication ◽  
Older Teachers ◽  
Teachers Perspectives ◽  
The University

Information and communication technologies (ICTs) are key to create sustainable higher education institutions (HEIs). Most researchers focused on the students’ perspective, especially during the online teaching caused by COVID-19; however, university teachers are often forgotten, having their opinion missing. This study’s objective was to determine the factors that contribute to the inclusion of ICTs. The research based on a comparative study through an online qualitative survey focused on the inclusion and use of ICTs in two HEIs and two different moments (pre-and post-lockdowns). There were differences regarding country and working experience (p < 0.001), being linked to the ICTs use, evaluation of obstacles, and the role given to ICTs (p < 0.05). The COVID-19 caused modifications of the teachers’ perspectives, including an improvement of the opinion of older teachers regarding the essentialness of ICTs in the teaching process (p < 0.001) and worsening their perception about their ICTs skill (p < 0.05). Additionally, an initial model focused only on the university teachers and their use of ICTs has been proposed. In conclusion, the less experienced university teachers used more ICTs, identified more greatly the problematic factors, and considered more important the ICTs, with the perception of all teachers modified by COVID-19.

Attending to the Teacher in the Teaching: Prioritizing Faculty Well-Being

2021 ◽  
pp. 1-10
Author(s):  
Brianne H. Roos ◽  
Carey C. Borkoski
Keyword(s):  
Higher Education ◽  
Professional Learning ◽  
Well Being ◽  
Review Article ◽  
Faculty Members ◽  
High Expectations ◽  
The People ◽  
History Of ◽  
The Individual ◽  
The University

Purpose The purpose of this review article is to examine the well-being of faculty in higher education. Success in academia depends on productivity in research, teaching, and service to the university, and the workload model that excludes attention to the welfare of faculty members themselves contributes to stress and burnout. Importantly, student success and well-being is influenced largely by their faculty members, whose ability to inspire and lead depends on their own well-being. This review article underscores the importance of attending to the well-being of the people behind the productivity in higher education. Method This study is a narrative review of the literature about faculty well-being in higher education. The history of well-being in the workplace and academia, concepts of stress and well-being in higher education faculty, and evidence-based strategies to promote and cultivate faculty well-being were explored in the literature using electronic sources. Conclusions Faculty feel overburdened and pressured to work constantly to meet the demands of academia, and they strive for work–life balance. Faculty report stress and burnout related to excessively high expectations, financial pressures to obtain research funding, limited time to manage their workload, and a belief that individual progress is never sufficient. Faculty well-being is important for the individual and in support of scholarship and student outcomes. This article concludes with strategies to improve faculty well-being that incorporate an intentional focus on faculty members themselves, prioritize a community of well-being, and implement continuous high-quality professional learning.

Service Learning: The Peace Corps, American Higher Education, and the Limits of Modernist Ideas of Development and Citizenship

2018 ◽  
Vol 58 (4) ◽  
pp. 475-505
Author(s):  
David S. Busch
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Citizenship Education ◽  
Peace Corps ◽  
Pedagogical Practices ◽  
American Higher Education ◽  
History Of ◽  
The 1960S ◽  
Work Abroad ◽  
The University

In the early 1960s, Peace Corps staff turned to American colleges and universities to prepare young Americans for volunteer service abroad. In doing so, the agency applied the university's modernist conceptions of citizenship education to volunteer training. The training staff and volunteers quickly discovered, however, that prevailing methods of education in the university were ineffective for community-development work abroad. As a result, the agency evolved its own pedagogical practices and helped shape early ideas of service learning in American higher education. The Peace Corps staff and supporters nonetheless maintained the assumptions of development and modernist citizenship, setting limits on the broader visions of education emerging out of international volunteerism in the 1960s. The history of the Peace Corps training in the 1960s and the agency's efforts to rethink training approaches offer a window onto the underlying tensions of citizenship education in the modern university.

scholarly journals Developing ESD Competences in Higher Education Institutions—Staff Training at the University of Vechta

2020 ◽  
Vol 12 (24) ◽  
pp. 10336
Author(s):  
Lukas Scherak ◽  
Marco Rieckmann
Keyword(s):  
Higher Education ◽  
Staff Training ◽  
Research Question ◽  
Trigger Points ◽  
Training Programme ◽  
Self Assessment ◽  
University Teachers ◽  
Limited Opportunity ◽  
Assessment Survey ◽  
The University

Education for Sustainable Development (ESD) competences have been widely discussed over the past decade. A number of frameworks have been developed, and the Erasmus+ Project “A Rounder Sense of Purpose” (RSP) set out to establish a profound and practical framework of competences to be used in any European context to enable in-service and pre-service educators to demonstrate their competence in ESD. Over the course of two years at the University of Vechta, staff training was provided using the RSP competences model as a guiding framework. Data were collected through a focus group and a self-assessment survey in order to answer the research question, “Which competences do university teachers need in order to work with the concept of ESD in higher education and how can these be developed in a series of staff training workshops?” The results show that all 12 RSP competences are indeed relevant for higher education teaching, but the potential for developing them into a staff training programme is limited. There are multiple trigger points and settings that are beneficial to and necessary for the development of ESD competences. If those conditions are not met there is limited opportunity for applying ESD methods within higher education.

scholarly journals Benchmarking of University teachers’ professional development: successful European, Chinese, and Russian practices

2021 ◽  
Vol 99 ◽  
pp. 01004
Author(s):  
Tatiana Tregubova
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teaching Practice ◽  
Effective Practices ◽  
Teaching Activities ◽  
University Teachers ◽  
European Universities ◽  
Teachers Professional Development ◽  
Higher Education Organizations ◽  
The University

In the context of socio-pedagogical transformations of higher education organizations, the modernization of the system of teachers’ professional development becomes an integral component of the reforms. Today university teachers have to be ready for continuous development and advanced training throughout their lives. Thus, the study of the problem of university teachers’ professional development in Russia and abroad is very relevant and timely as a response to the modern requirements of civil society for the personality of the teacher. The need for professional development among university teachers is closely related to his (her) desire for more successful indicators in teaching activities. To do this, it is necessary to fulfill several pedagogical conditions, including the teacher's own awareness of the need for professional development; the interest of the university administration and the availability of resources to organize an effective professional development system, etc. The purpose of the article is to show some successful practices of the teachers’ professional development in Russian, Chinese and European universities which the author observed while visiting those universities within the realization the project “Enhancing teaching practice in the universities of Russia and China”. The article presents the possibilities of benchmarking in higher education, in particular, the use of the benchmarking technology as a method of studying the effective practices of organizing the teachers’ professional development in a modern university.

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