Higher education has been changing radically in recent years, with increasing numbers of students, and complaints about declining standards. This volume brings together leading intellectuals from the US and UK to examine the issues involved.

The aim of this study was to understand how incivility is viewed across multiple academic programs and respondent subgroups where different institutional and cultural power dynamics may influence the way students and faculty perceive uncivil behaviors. This study used the Conceptual Model for Fostering Civility in Nursing Education as its guiding framework. The Incivility in Higher Education Revised (IHE-R) Survey and a detailed demographic questionnaire were used to gather self-assessment and personal perspective data regarding incivility in the (...) higher education setting. This approach aspired to collect a comprehensive perspective of incivility in higher education. With data from 400 students and 69 faculty, there was limited agreement between faculty and student participants about perceptions and experiences with incivility. Faculty and students did agree that the solution to incivility may be found with the creation of a code of conduct that defines acceptable and unacceptable behavior, role-modeling professionalism and civility, and taking personal responsibility and standing accountable for actions. Despite significant differences in participants’ perceptions of incivility, they shared common solutions. With a shared goal, faculty and students can work toward cultivating civility in higher education. (shrink)

Student plagiarism is a rampant practice and major concern in higher education. How students perceive the overarching American cultural values and their impact on the practice will inform educators and help them to better combat the practice. It is also valuable for educators to know whether the students perceive the practice to be part of the dominant culture, currently, on college campuses. This study reports perceptions of plagiarism by students in an introductory sociology course. Open-ended questions explored perceptions (...) of extent, justifications, and American values affecting plagiarism. Participants were clear on definitions and seriousness, but most were able to justify the behavior and identify American values contributing to or deterring the practice. Findings were consistent across gender, course grade, class standing, and college major. The authors discuss the cultural values students use as justifications for plagiarizing and the larger implications for higher education. (shrink)

In this essay, we focus on Max Weber’s concept of rationalization to understand and make sense of the rise of bureaucratic, corporate governance and online learning in higher education. We reveal the distinct disconnect between human interaction and online platforms and how such disconnection is antithetical to higher learning. We also show how Weber’s analysis helps us recognize the uniquely crass commercialism embedded in the very rationalization that makes online learning in universities thinkable and actionable. Our use (...) of online learning is only one illustration of Weber’s concept of rationalization, but it provides an important understanding of the nefarious effects rationalization has on human interaction. The nexus of marketization, technology, and higher education represents, on our view, a juggernaut against faculty autonomy, academic freedom, and humane learning and should be directly challenged. One difficulty this challenge faces is the degree to which online learning has become ubiquitous and taken-for-granted. It has, as Weber clarifies, been rationalized. (shrink)

Resumo: Com o rápido desenvolvimento da sociedade da informação moderna, o Big Data (BD) trouxe grande comodidade à vida dos residentes. No contexto do BD, a aplicação da tecnologia da informação em diversas áreas tornou-se uma tendência. Através da transformação da filosofia educacional, a Gestão do Ensino Superior também assumiu novas características e gerou novos rumos de desenvolvimento. Este artigo explora as deficiências e razões do trabalho tradicional de Gestão de Esino Superior, aponta problemas atuais e explica a necessidade de (...) sua inovação. Também analisa as vantagens e o desenvolvimento da tecnologia BD no trabalho de gestão. Através das novas ideias, métodos e ferramentas trazidas pela tecnologia Big Data para a Gestão do Ensino Superior, foi demonstrado que a tecnologia BD apoiou o desenvolvimento de modalidades de ensino inovadoras, proporcionou um ambiente de aprendizagem positivo e reduziu os custos de gestão. Com base nas características do trabalho da Gestão e nas vantagens da tecnologia BD, foram realizadas pesquisas inovadoras para analisar a eficiência e o entusiasmo da aprendizagem dos alunos para ilustrar o efeito inovador desse trabalho. Os autres defendem que a tecnologia BD, incluindo Inteligência Artificial e gestão precisa e flexível, traz novas ideias, métodos e ferramentas para a GEstão, melhorando efetivamente a eficiência, aumentando a felicidade dos alunos e reduzindo os custos de gestão laboral. Ademais, apoiam o desenvolvimento de modelos de ensino inovadores, oferecem aos estudantes universitários um ambiente de aprendizagem positivo e reduzem os custos de gestão. (shrink)

In an age of pressing global issues such as climate change, the necessity for countries to work together to resolve problems affecting multiple nations has never been more important. Interdisciplinarity in higher education is a key to meeting these challenges. Universities need to produce graduates, and leaders, who understand issues from different perspectives, and who can communicate with others outside the confines of their own disciplines. -/- Drawing on contributions from 37 scholars from Australia, New Zealand, Hong Kong, (...) Malaysia, the Netherlands and the United Kingdom, this volume examines issues inherent in providing interdisciplinary education within the structures of universities and proposes ways in which these issues might be best managed. -/- The book has a dual focus on perspectives and practicalities. Themes covered include: the need for graduates who can work within and across multi-disciplinary and multi-professional teams; interdisciplinary leadership; the critical importance of interdisciplinary thinking to meet global challenges; collaboration in interdisciplinary approaches to teaching and learning; the role of institutional and other systems to support interdisciplinary endeavours; the centrality of disciplines; balancing disciplinarity and interdisciplinarity; and the place of interdisciplinarity in graduate outcomes and attributes. Definitional aspects of interdisciplinary higher education and current interdisciplinary practice across a range of contexts are also examined. -/- Contributors represent a wide range of discipline areas, including accounting, academic development, agriculture, food and wine science, biotechnology, employment relations, environmental science, the health sciences, higher education, land and environment, languages and cultures, occupational therapy, science communication, social work and social policy. (shrink)

An economic agenda, characterized by the mastery of subject knowledge or expertise, increasingly dominates higher education. In this article, I argue that this agenda fails to satisfy the full range of students’ aspirations, responsibilities and needs. Neither does it meet the needs of society. Rather, the overall purpose of higher education should be the morphogenesis of the agency of students, considered on an individual and on a collective basis. The article builds on recent critical realist theorizing (...) to trace the generative mechanisms that affect the morphogenesis of such agency. I argue that reflexive deliberation shapes the agency of students as they engage in teaching–learning interactions. It may be possible to enhance the agency of students if approaches are used that consider curricular knowledge, the presence of supportive social relations and the dedication of students. The article offers ways to promote the flourishing of students rather than their dehumanization. (shrink)

The purpose of this research is to gain a complete understanding of how students and faculty in higher education perceive the role of AI tools, their impact on academic integrity, and their potential benefits and threats in the educational milieu, while taking into account ways to help curb its disadvantages. Drawing upon a qualitative approach, this study conducted in-depth interviews with a diverse sample of faculty members and students in higher education, in universities across Lebanon. These (...) interviews were analyzed and coded using NVivo software, allowing for the identification of recurring themes and the extraction of rich qualitative data. The findings of this study illuminated a spectrum of perceptions. While ChatGPT and AI tools are recognized for their potential in enhancing productivity, promoting interactive learning experiences, and providing tailored support, they also raise significant concerns regarding academic integrity. This research underscores the need for higher education institutions to carefully navigate the integration of AI tools like ChatGPT. It calls for the formulation of clear policies and guidelines for their ethical and responsible use, along with comprehensive support and training. This study contributes to the existing literature by presenting a comprehensive exploration of the perceptions of both students and faculty regarding AI tools in higher education, through a qualitative rich approach. By delving into the intricate dynamics of ChatGPT and academic integrity, this study offers fresh insights into the evolving educational landscape and the ongoing dialogue between technology and ethics. (shrink)

One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of (...) identity formation. Relationships between identity dimensions and identity statuses, and age and educational context were analyzed. 693 individuals aged 19-35 took part in the study. The participants attended three types of educational institutions: full-time university studies, part-time university studies, and full-time post-secondary school. Among the students of full-time university studies predictable dependencies, also in respect of highlevels of indicators of identity crisis and a high frequency of diffused identity occurrence, were observed. Such dependencies were not found in the group of full-time post-secondary school students. (shrink)

This is the second of two volumes which together provide a comprehensive look at the rich and colorful history of higher education exchange between the United States and the countries of the Middle East. Twenty-first century developments, and the current scope and character of higher education exchange between America and the Middle East are explored in this new book.

Higher education exchange between America and the Middle East is a comparatively recent development, but the colorful history of circumstances and events that preceded the relationship is ancient and deep. Here, Brawner explores the multifarious and intriguing story from antiquity to the end of the twentieth century.

This monograph aims to uncover value-belief-systems underlying dominant narratives in modern IHEs, impacting the lives of many multidimensional adult learners. To do so, Eurocentrism and neoliberalism are used to analyze the socio-cultural-political movements of the U.S. and its influence on higher education trends. Then, models of adult consciousness and transformative approaches to adult learning are introduced to problematize dominant narratives and make the case for more complex epistemologies. With critical contemplation, acts of compassion for interdependence, self-compassion for intentionality, (...) authentic relationships for political consciousness, listening for non-duality, and mindfulness for impermanence (CALM) are introduced as ways to emphasize self-transformation and self-actualization. CALM practice is just one way to join others in the social justice work of wholeness and humanity to better support multidimensional adult learners. Along with this understanding comes the potential to disrupt dominant narratives with a moral stance, honoring innate human value and the diverse human condition. The future of institutions of higher education must be guided by a moral position in the name of healing and wellness. Together, we can transform higher education so that institutions are a place where adult learners create the conditions of freedom to actualize the right to self-worth, the liberty to connect with others, and the pursuit of personal fulfillment, honoring this nations guiding principles of life, liberty, and happiness. (shrink)

IntroductionA central concern of theoretical speculation about education is the kind of epistemic states that education can and should aim to achieve. One such epistemic state, long neglected in both education theory and philosophy, is wisdom. Might wisdom be something that educators should aim for? And might it be something that their students can achieve? My answer will be a qualified yes.One qualification derives from the fact that in the present paper I will only be concerned with (...) the potentiality of wisdom to be an aim of higher education . Because my argument will depend upon some of the particular features of HE, it may not be extendable to primary or secondary education. A second qualification is that I will defend a place for only one kind of wisdom – what I will call epistemic wisdom – as an aim of HE. The limitation to epistemic wisdom, as we will see, derives in large part from the fact that in this paper I am seeking to establish wisdom as an achievable aim of all disc .. (shrink)

The common sense notion of learning as the all-pervasive acquisition of new behaviour and knowledge, made vivid by experience, is an incomplete characterisation, because it assumes that the learning of behaviour and the learning of knowledge are indistinguishable, and that acquisition constitutes learning without reference to transfer. A psychological level of analysis is used to argue that conceptual learning should have priority in higher education.

This study explores the experiences and challenges of students with hearing impairment in a Colombian university within the framework of inclusive education. Through a qualitative approach, the perceptions of students and their caregivers regarding admission policies, academic participation, and institutional and curricular environments were analyzed. The findings indicate that, although inclusion policies exist, they are not fully effective, presenting significant barriers to the access and participation of deaf students, such as insufficient availability of qualified interpreters, lack of curricular adjustments, (...) and lack of adequate infrastructure. In addition, participants pointed to attitudes of exclusion on the part of peers and university staff, as well as an institutional culture that does not fully promote diversity. The study suggests the need to strengthen inclusive strategies to guarantee the right to education in conditions of equality and respect for diversity in higher education. (shrink)

This participative inquiry critiques recent management trends in the Finnish higher education system. The six authors, presently working in three Finnish universities, focus on strategic internationalization policy to highlight the argument. Global trends in internationalization are introduced, followed by an experienced-based meta-analysis, drawing on several recent studies by the authors. This analysis points to significant challenges and blind spots that exist- well hidden- alongside the Finnish higher education system’s best features. The increasing use of ICT-based management (...) routines are called into question with respect to higher education practices, capacity and linked societal challenges. The analysis indicates these challenges remain unengaged- even obscured by- the rapidly proliferating number of ICT-based university management systems. Although none of the authors are specialists in Philosophy or ethics, the interpretive-level findings presented by this interdisciplinary group of scholars illuminates ways forward for the emerging field of specialists focused on ICT-based network-related ethics. (shrink)

(1985). Underlying Theoretical Assumptions and the Evaluation of Management Motivation in Higher Education. Educational Studies: Vol. 11, No. 2, pp. 159-166.

Lonely students typically underperform academically. According to several studies, the COVID-19 pandemic is an important risk factor for increases in loneliness, as the contact restrictions and the switch to mainly online classes potentially burden the students. The previously familiar academic environment, as well as the exchange with peers and lecturers on site, were no longer made available. In our cross-sectional study, we examine factors that could potentially counteract the development of higher education student loneliness during the COVID-19 pandemic (...) from a social network perspective. During the semester, N = 283 students from across all institutional faculties of a German comprehensive university took part in an online survey. We surveyed their social and emotional experiences of loneliness, their self-reported digital information-sharing behavior, and their current egocentric networks. Here, we distinguished between close online contacts and close offline contacts. In addition, we derived the interconnectedness and heterogeneity of students’ contacts. To obtain the latter, we used a novel two-step method combining t-distributed stochastic neighbor embedding and cluster analysis. We explored the associations of the aforementioned predictors on social and emotional loneliness separately using two hierarchical multiple linear regression models. Our results suggest that social loneliness is strongly related to digital information-sharing behavior and the network structure of close contacts. In particular, high information-sharing behavior, high number of close contacts, a highly interconnected network, and a homogeneous structure of close contacts were associated with low social loneliness. Emotional loneliness, on the other hand, was mainly related to network homogeneity, in the sense that students with homogeneous close contacts networks experienced low emotional loneliness. Overall, our study highlights the central role of students’ close social network on feelings of loneliness in the context of COVID-19 restrictions. Limitations and implications are discussed. (shrink)

PurposeChange is the operative word in higher education; as roles shift, classrooms are reinvented, and content becomes increasingly more accessible. At the core of these changes is the pervasiveness of learning technology. This papers aims to propose a model for the selection and adoption of emerging learning technologies to enhance learning within the context of higher education.Design/methodology/approachHigher education institutions are resorting to the deployment of learning technologies to address the demands of the twenty-first century learners (...) and to ascertain their competitiveness. This paper draws from the literature to provide a model, composed of five key characteristics of learning, to support the selection and adoption of emerging learning technologies.FindingsThe model posits that the attainment of each of these five characteristics, personalised, ubiquitous, collaborative, lifelong and authentic needs to be supported by corresponding technologies: adaptive learning technologies, artificial intelligence, mobile technology, social technology, massive open online courses, virtual and augmented reality, gamification and the Internet of Things.Originality/valueHigher education is progressively being displaced from the traditional classroom, and as it progresses towards online settings, it requires the support of technology to facilitate that transference. In examining the potential of future learning technologies, this paper contributes to a growing body of research that focuses on the benefits of technology within higher education and assists educators in the selection and adoption of the most relevant technologies. (shrink)

This paper examines contemporary Catholic higher education and its unique role in preparing graduates, who have been grounded in natural moral law, to respond to the bioethical questions of the day. The importance of the commitment by both administration and faculty to articulating and embracing the mission of Catholic higher education as they prepare graduates for a culture of relativism is presented. Curricular objectives, content, and teaching strategies are provided which address the most relevant bioethical dilemmas (...) of the day. The importance of an integrated approach to examining these dilemmas, as well as a grounding in core content in philosophy and theology for all graduates, regardless of discipline of concentration, are presented. The interjection of government mandates into the void of bioethical resolutions is examined in relationship to the rights of conscience. The paper concludes with examples of best practices, showing the role of Catholic higher education as uniquely suited to advance the common good. National Catholic Bioethics Quarterly 11.4 (Winter 2011): 705–734. (shrink)

Dialogic spaces for kindness in higher education, located in the ‘critical corridor talk’ of informal leaders positioned quietly in the background in many universities, are a form of moral Resistance in an era excessively dominated by the values of some of the harsher exponents of economic rationalism. This is a secret language of dialogic resistance, to be found under the radar, tucked away in the blindspots of formally recognised Communication. It stoically challenges an arguably unhealthy obsession with efficient (...) management, Market/marketisation and economic proficiency at any cost that is, in some institutions, promoted by the harder managerial taskmasters symbolically represented in the concept of ‘homo economicus’. This chapter argues that such ‘understage’ dialogic spaces for kindness are emerging slowly but with progressively firm resistance to challenge unhealthy forms of managerial Instrumental/instrumentalism in some low Trust/trustworthiness/self-trust situations in a stratified UK higher education system. The accumulation of such spaces is occurring almost invisibly, in a subtle, persistent manner, like a soft, repetitive reminder of the need for human values, gently but relentlessly aiming to compensate for and wash away the mistakes, confusion and suffering bound up in poor management. This theoretical chapter, informed by empirical data, discusses the need to recognise this quiet form of understated kindness as a pre-eminent but under-recognised quality, currently marginalised in a higher education system more overtly focused on self-promotion, targets, outputs and League tables than on the Well-being of staff and students. Drawing from leadership data and Autoethnography observations, I argue that this informal, resistant academic critique is gradually questioning economically-driven ‘command and control’ Managerialism. The Critical Corridor Talk model proposed here and elsewhere builds on Barnett’s concept of ‘critical being’, to theorise the ways in which academic staff find relief from hard-nosed forms of management by sharing moments of truthful dialogic Communication, kindness and Empathy for colleagues in the ‘critical corridor talk’ of informal distributed leadership networks. ‘NegativeNegative capability’ is a form of self-reflexive Resistance against the ‘false necessity’ of performative goals demanded by neoliberalist economic management. Resistant informal leadership challenges the manufactured performativity of higher education environments where some in power overstep the acceptable roles of good management. Yet to foster Trust/trustworthiness/self-trust, such resistant leadership needs to ensure it continually practises both kindness and correct moral principles itself. (shrink)

Previous studies have documented a positive association between college education and happiness. However, the endogeneity of college education attainment is rarely examined, and a more robust link between college education and happiness needs to be built. Based on the Chinese General Social Survey data of 2017, the present study used the quasi-experiment of China’s higher education expansion started in 1999 to construct a fuzzy regression discontinuity design to examine the causal association between college education (...) and happiness. It is observed that college education indeed improved Chinese happiness, but this positive association was stronger in males than in females. Further, college education was observed to improve happiness by improving individual political status, perceived personal status, health and family social status, but not by increasing personal income. Accordingly, the government should continue to promote the development of higher education, and the fairness of higher education development deserves more attention to reduce population disparities in happiness. (shrink)

Two university English seminars were video-recorded to provide data for a pilot project investigating how English is produced or 'actualized' in teaching and learning encounters. The project is positioned within three contexts: national policy about higher education teaching; current research about higher education pedagogy; and, the history and politics of university English. The main aim of the article is to explicate a methodology that takes as its data actual moments of teaching, captured on video tape, and (...) the teachers' commentary on them. It analyses these records with reference to theories about rhetoric. (shrink)

Not only in Lithuania, but also in the other countries, there is a growing tendency among young people to choose a legal education. Law is a professional sphere of immense depth and breadth and it is evident that during several years in a school of higher education, designed to grant legal knowledge and skills, it is impossible to convey all aspects and nuances of the law. Legal education in a higher school is only the beginning (...) of a lawyer’s education, while on the other hand it provides a unifying experience among practising lawyers. Consequently, university law schools preparing lawyers certainly provide an important contribution to the creation of a legal state, while providing skills, modelling values and shaping attitudes for future judges, state officials, prosecutors, attorneys and other persons responsible for the implementation of legal mechanisms necessary for the proper functioning of the state. (shrink)

What does it mean to have a "Christian Higher Education"? Does it mean "getting a degree from a college which calls itself 'Christian'"? I think not. For many gradu­ates of so called "Christian colleges" come away with an education which, in many re­spects, is less authentically Christian than the education they would get at some secular institutions!

Based in sociologist Zygmunt Bauman's theory of liquid modernity, this volume describes and critiques key aspects and practices of liquid education--education as market-driven consumption, short life span of useful knowledge, overabundance of information--through a systematic comparison with ancient Greek "paideia" and medieval university education, producing a sweeping analysis of the history and philosophy of education for the purpose of understanding current higher education, positing a more holisitic alternative model in which students are embedded in (...) a learning commutity that is itself embedded in a larger society. If liquid modernity has left a vacuum where, according to Bauman, the pilot's cabin is empty, this volume argues that no structure is better positioned to fill this vacuum than the university and outlines a renewed vision of social transformation through higher education. (shrink)

This book presents a critique of neoliberalism within UK Higher Education, taking its cue from approaches more usually associated with literary studies. It offers a sustained and detailed close reading of three works that might be understood to fall outside the established body of educational theory. The unconventional methodology and focus promote irreducible difference and complexity, and in this stage a resistance to reductive discourses of managerialism. Questioning the materialism to which all sides of the contemporary pedagogical debate (...) increasingly appeal, the book sets out a challenge to investments in 'excellence', 'transparency' and objecthood. It will be of interest to students and researchers in the fields of education, sociology, and literary theory. (shrink)

This book envisions a relational and multimodal conceptualisation of higher education, which advocates for knowledge to be analyzed under three relational dimensions: social, digital and environmental. The volume draws on interdisciplinary approaches grounded in Peirceian semiotics, in exploring an integration of these dimensions in higher education theory and practice. The book situates learning in an awareness of the environment, grounded in principles of interconnectedness and flattened hierarchies. The volume features practical case studies through dialogues with (...) class='Hi'>higher education teachers, presenting different ways of practicing multimodal and relational higher education which prioritize and embrace expression and creation through more than one dominant modality of communication. The book highlights how a relational multimodal paradigm can serve as a way forward for universities to address global challenges concerning social, technological, and environmental futures through a social justice lens. This innovative book will be of interest to students and scholars in semiotics, multimodality, and higher education, as well as stakeholders in these fields. (shrink)

This book is not just about thinking or acting in transdisciplinary ways, but about being transdisciplinary. To achieve this requires a deconstruction of our current way of acting within the definition of being that others impose upon us. Transdisciplinarity is a phenomenological perspective of reality and its manifestation in the world in which we exist. The volume develops a widely based transdisciplinary understanding of the issues faced by higher education institutions and those who work within and with these (...) institutions to educate professionals. It incorporates international contributions from organisational theory, anthropologists, historians, psychologists, social sciences, philosophers and practitioners to create a volume that makes an important and distinct contribution to the literature on higher education and professional practice. "Transdisciplinarity provides one of our greatest challenges in higher education, both to the way it is organized and to the nature of the curriculum. This book is an important contribution to the debate about its implications." "Higher education is being challenged by the nature of knowledge and how it is organized-the world is transdisciplinary but out institutions are constrained by the disciplines. This book contributes to the important debates about the challenges transdisciplinarity provides to our institutions." Professor David Boud Emeritus Professor, Faculty of Arts and Social Sciences, University of Technology, Sydney. (shrink)

This book addresses the following question: What is a sustainable society, and how can higher education help us to develop toward it? The core argument put forward is that the concept of sustainability reaches much farther than just the direct aspects of environmental threats and carbon emissions. Using higher education as a point of departure, the book shows that sustainability involves a broad range of disciplines, from nursing and nutrition to technology and management. It argues that (...) a sustainable society entails a distinct perspective on society that influences our social thinking in terms of ethics, democracy and knowledge development. The book also discusses if (and if so, how) higher education can and should contribute to such a development based on the principles of the freedom of science in a liberal, democratic society. The book presents Mutual Competence Building as a concept higher education can adapt in order to contribute to a sustainable Society. (shrink)

This work provides a comprehensive analysis of contemporary leadership scholarship that examines how leadership is conceptualized within higher education.

The study aims to review the literature that analyses the history andcurrent situation of Higher Education, henceforth known as HE, in Turkeyand to review HE agenda of the Government of Turkey in order to identify theextent to which it has responded to the sustainable development agenda. Thispaper recommends ways to improve and develop HE in Turkey so as to makeit a significant sector which prepares its stakeholders to achieve sustainabledevelopment goals. Multiple sources of information: documents onthe agenda of (...) Turkey with regard to the objectives of HE; the findings ofprevious studies undertaken on different aspects of Turkish HE system; anddocuments prepared by organizations such as YÖK, MEB and the World Bank.The analysis of relevant literature suggests that Turkey aims to upgrade theHE system in line with its goals of becoming a more powerful player in theworld. The initiatives to enhance enrolment of students at HE institutions;strengthen HE Education Curriculum, internationalise the Turkish HE arein line with the directions that support the attainment of SDGs. The findingsprovide an account of the HE system in Turkey, both strengths and weaknesses.It enhances understanding on the current situation of HE in Turkey vis a vis theSustainable Development Goals. The study does not only describe the TurkishHE system, but it provides a case which can be used by HE researchers to studyHE in different contexts. (shrink)

A number of national educational organizations and individual authors have called for the use of information technology to radically reform higher education. Several projections of how this reformation will unfold are presented here. Three different approaches to critically assessing these projections are considered in this article, two briefly and one in more detail. Brief consideration is given to an approach based on educational values and to an approach based on cost/benefit analysis. After some discussion of the strengths and (...) weaknesses of these approaches, a third approach deriving from a theory of technology control (Incrementalism) is elaborated in more detail and is found to offer helpful criticisms of the called for revolution in higher education. Some recommendations for how these new technologies can be developed in responsible ways are also offered. (shrink)

I seek to answer the question of whether publicly funded higher education ought to aim intrinsically to promote certain kinds of ‘‘blue-sky’’ knowledge, knowledge that is unlikely to result in ‘‘tangible’’ or ‘‘concrete’’ social benefits such as health, wealth and liberty. I approach this question in light of an African moral theory, which contrasts with dominant Western philosophies and has not yet been applied to pedagogical issues. According to this communitarian theory, grounded on salient sub-Saharan beliefs and practices, (...) actions are right insofar as they respect relationships in which people both share a way of life, or identify with one another, and care for others’ quality of life, or are in solidarity with each other. I argue that while considerations of identity and solidarity each provide some reason for a state university to pursue blue-sky knowledge as a final end, they do not provide conclusive reason for it to do so. I abstain from drawing any further conclusion about whether this provides reason to reject the Afro-communitarian moral theory or the intuition that blue-sky knowledge is a proper final end of public higher education. I do point out, however, that the dominant Western moral theories on the face of it do no better than the African one at accounting for this intuition. (shrink)

_Higher Education in Nazi Germany_ was first published in 1944, when it was apparent that Germany was likely to lose the war. Developing themes that were to become commonplace in the analysis of totalitarian regimes, it provides an account of how higher education became a means of both installing and re-enforcing the dominant state ideology.

The paper gives an overview of the Russian higher education history, outlines its current state, the challenges and opportunities for its modernization in the nearest future. A special emphasis is made on the role of international cooperation in the higher education development and prospects for Russia’s integration into the global educational space. Andrei Kortunov is President of the Moscow based New Eurasia Foundation. He has managed a number of education-focused programs in Russia, working closely with (...) governmental agencies, higher education institutions, international consultancies and foreign foundations. (shrink)

The Dearing Report emphasised the idea of a 'learning society' as the new context of UK higher education, but conceived this on a model of adaptivity to economically- and technologically-driven change. While there are real shifts in their social relations here with which universities have to reckon, they can also be understood on a much richer model of exploratory social intelligence. The growing concern for environmental sustainability is both a recognition of the need for this alternative model, and (...) a major ground of its importance. (shrink)

A call to advance integrative teaching and learning in higher education. From Parker Palmer, best-selling author of The Courage to Teach, and Arthur Zajonc, professor of physics at Amherst College and director of the academic program of the Center for Contemplative Mind in Society, comes this call to revisit the roots and reclaim the vision of higher education. The Heart of Higher Education proposes an approach to teaching and learning that honors the whole human (...) being--mind, heart, and spirit--an essential integration if we hope to address the complex issues of our time. The book offers a rich interplay of analysis, theory, and proposals for action from two educators and writers who have contributed to developing the field of integrative education over the past few decades. Presents Parker Palmer's powerful response to critics of holistic learning and Arthur Zajonc's elucidation of the relationship between science, the humanities, and the contemplative traditions. Explores ways to take steps toward making colleges and universities places that awaken the deepest potential in students, faculty, and staff. Offers a practical approach to fostering renewal in higher education through collegiality and conversation. The Heart of Higher Education is for all who are new to the field of holistic education, all who want to deepen their understanding of its challenges, and all who want to practice and promote this vital approach to teaching and learning on their campuses. (shrink)

Sustainable development is a concern for countries, businesses and organizations sensitive to excess in terms of utilized resources. This is evident in international initiatives which aim to establish guiding principles for institutions to follow regarding what is considered to be socially responsible behavior, allowing for assessment and the identification of objectives. As higher education institutions, colleges and universities have a public responsibility to generate and transmit knowledge to society as a whole, as well as an economic and social (...) responsibility regarding resource management; hence the importance of specifically analyzing their socially responsible behavior. This paper introduces an initiative which has been implemented in the United States and Canada; one of its aims is to identify best practices in this field and obtain knowledge that allows for the creation and development of a guide to social responsibility adapted specifically to higher education institutions. The Sustainability Tracking, Assessment & Rating System (STARS) is an innovative initiative developed by the Association for the Advancement of Sustainability in Higher Education (AASHE), in which all higher education institutions in the United States and Canada are welcome to participate. Their analysis will allow us to determine which measurable aspects will become a part of the sustainability culture that is developing in the higher education institutions that participate in this initiative. Furthermore, it will allow us to highlight the ethical values that are being promoted among its special interest groups. (shrink)

The Heythrop Journal, Volume 63, Issue 5, Page 1032-1035, September 2022.

This paper will argue the importance of the creation of a moral compass, driven by empathy and a rigorously trained will in higher education leadership to develop a tighter relationship between higher education and wealth equity. We will explore the foundational documents that first discussed these issues within a global context. Further, We explore how these goals, enhanced by insights promulgated by the United Nations, can be achieved by teaching empathy, developing a moral compass and training (...) the will. (shrink)

The need to examine the efficiency of state financing of universities is becoming more important for a number of reasons. The growth in the social demand for higher education, the globalization and internationalization of the higher education system, the recognition of the need to improve the quality of studies coincide with the financing aspects of activities of higher education institutions. The object of the research is to analyze the financing models and state funding methods (...) of the higher education system and to disclose the advantages as well as dysfunctions of each conception. This paper examines the mechanisms through which governments allocate resources to higher education in order to establish effective means to transfer these subsidies to institutions. (shrink)

Eritrean higher education faced numerous challenges over many years. It was particularly suffered during the colonial periods. Eritrea exerted its efforts to develop its dilapidated educational system with the advent of its independence. Eritrea celebrated its sixteenth birthday recently. However, the educational challenges in higher education still remain high. The government of Eritrea established different colleges in different administrative regions. The University of Asmara is the only university in the country that had to be revitalized after (...) its devastation by the 30-year war of independence. Since independence, the University has been able to contribute to the nation's skill manpower considerably. This paper examines higher education of Eritrea for about 60 years period. It delves the University of Asmara and its birth, development and apogee. The paper also gives some insights on recent educational development in Eritrea. (shrink)