scholarly journals Felicidade! Passei no vestibular, mas a faculdade é particular: Paradoxos da educação superior brasileira

2017 ◽  
Vol 25 ◽  
pp. 97
Author(s):  
Annor Da Silva Junior ◽  
Priscilla De Oliveria Martins-Silva ◽  
Katia Cyrlene de Araújo Vasconcelos ◽  
Vitor Correa da Silva ◽  
Mariana Ramos de Melo
Keyword(s):  
Higher Education ◽  
Public Good ◽  
Social Exclusion ◽  
Social Inclusion ◽  
Higher Education Institutions ◽  
Colonial Period ◽  
Central Point ◽  
Public And Private ◽  
Social Actors

Inspired by Martinho da Vila’s classic samba, this theoretical essay discusses paradoxes of Brazilian higher education. For this, we traced the evolution of higher education from the colonial period to the present. Based on this evolution, we identified the following paradoxes: the boundary between public and private; the role and characteristics of Higher Education Institutions (HEI), in terms of the tax regime, disclosure and accountability to society; and finally, the role of higher education and its influence on the processes of social inclusion and/or social exclusion for two of the main involved social actors: students and teachers. The central point of the higher education paradoxes seems to be the concept of education as a public good and social right and experienced practice of education as a commodity. The analysis of the paradoxes of Brazilian higher education refers to the understanding that education does not effectively fulfill its role in social inclusion of students and teachers, and, to the contrary, acts as a mechanism of social exclusion. Thus, it is relevant to rethink higher education as a way to solve these paradoxes and facilitate the formation of “petty bourgeois” instead of “poor fellow”.

Is There a Future for Higher Education Institutions in the Knowledge Society?

2012 ◽  
Vol 20 (2) ◽  
pp. 195-202 ◽  
Author(s):  
John Brennan
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Knowledge Society ◽  
Social Institutions ◽  
Institutions Of Higher Education ◽  
Education Systems ◽  
Private Benefits ◽  
Public And Private ◽  
Higher Education Systems

The paper considers the growing diversity of higher education systems and institutions by exploring three main trends of expansion, differentiation and globalisation together with linked features concerning new forms of governance and more responsive relationships with other social institutions. At the heart of this expansion and differentiation are a number of tensions concerning the role of modern higher education systems: to do with balancing autonomy and responsiveness, reproductive and transformative functions, public and private benefits, economic and broader socio-political agendas. The paper goes on to ask whether future knowledge societies will continue to need separate institutions of ‘higher’ education and, if the answer is yes, what form these will take.

scholarly journals Belonging as a Resource of Resilience: Psychological Wellbeing of International and Refugee Students in Study Preparation at German Higher Education Institutions

2019 ◽  
Vol 10 (3) ◽  
pp. 36-44
Author(s):  
Michael Grüttner
Keyword(s):  
Higher Education ◽  
Social Exclusion ◽  
Structural Equation ◽  
Social Inclusion ◽  
Higher Education Institutions ◽  
Psychological Wellbeing ◽  
Degree Programs ◽  
Refugee Students ◽  
Final Sample ◽  
Education Degree

After 2015, several German higher education institutions (HEI) expanded their capacities for the study preparation of refugees. Nowadays, international and refugee students prepare for higher education degree programs through languages courses and subject-specific preparation courses at universities and colleges. So far, empirical research on refugee students’ wellbeing, in comparison to international students is scarce. This article elaborates on study preparation at German HEIs and refugee students’ psychological wellbeing. I focus on the mechanisms of subjective social exclusion/inclusion. I examine novel survey data from international and refugee students (final sample N = 904) by path analysis structural equation modelling. Results show on one hand that feelings of social exclusion reduce wellbeing, but on the other hand course belonging can function as a social resource of resilience for refugee students in study preparation. HEIs can strengthen feelings of social inclusion and psychological wellbeing of refugee students by fostering their belongingness in study preparation courses.

ENTREPRENEURSHIP EDUCATION IN THE CONTEXT OF DEVELOPING COUNTRIES: STUDY OF THE STATUS AND THE MAIN BARRIERS IN MOZAMBICAN HIGHER EDUCATION INSTITUTIONS

2015 ◽  
Vol 20 (03) ◽  
pp. 1550020 ◽  
Author(s):  
DAMBUSSE B. LIBOMBO ◽  
ANABELA DINIS
Keyword(s):  
Higher Education ◽  
Developing Countries ◽  
Higher Education Institutions ◽  
Entrepreneurship Education ◽  
Business Community ◽  
Public And Private ◽  
Qualified Teachers ◽  
The Status

This study focuses on the issue of entrepreneurship education and the role of Higher Education Institutions (HEI) in the context of developing countries. More specifically it aims to understand how entrepreneurship education is being implemented in Mozambique and to identify the main barriers to the creation of companies promoted by/incubated in HEI with entrepreneurship education in their curricula. The paper includes theoretical discussion and the presentation of a case study. It begins with a literature review about the relationship between entrepreneurship and development followed by a discussion about entrepreneurship education in the context of developing countries and entrepreneurship education provided by HEI. The empirical study is focused in Mozambique. After a contextualization of entrepreneurship education in Mozambique, Mozambican HEI with entrepreneurship education are identified and their situation and difficulties concerning the implementation of entrepreneurship education are discussed. Data collection includes documental sources and interviews with HEI representatives of a sample of ten establishments of the universe of five public and private HEI with entrepreneurship education in Mozambique. Results indicate that lack of resources, trained/qualified teachers and cooperation networks with the business community and other relevant actors are the main barriers.

scholarly journals Mentor or tormentor? A commentary on the fractured role of mentoring in paramedicine

2021 ◽  
Vol 18 ◽  
Author(s):  
Andrew Bell ◽  
Steve Whitfield
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Public And Private ◽  
Specific Research ◽  
The Public ◽  
Healthcare Profession ◽  
Growing Pains ◽  
The Individual

The relatively quick evolution of paramedicine and the inevitable ‘growing pains’ associated with an evolving profession has seen mentoring and the role of the mentor become clouded in confusion, ineffective education and a lack of specific research. Paramedicine’s recent development as a registered profession has also seen mentoring explicitly outlined as being a capability expected of all registered paramedics. However, the paramedic-mentoring model in Australia seems to have been mostly left up to the individual paramedic to develop in isolation from adequate training and mentoring themselves. If paramedicine is to continue its evolution as a legitimate healthcare profession, the quality of clinical mentoring must be acknowledged as a significant factor by higher education institutions, and the public and private services who employ paramedics, and nurtured accordingly.

scholarly journals Empowerment in academia: non-academic professional staff's perspectives on employee empowerment

2017 ◽  
Author(s):  
◽  
Salome Chitorelidze
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Research Study ◽  
Higher Education Institutions ◽  
Employee Empowerment ◽  
Public And Private ◽  
The Public ◽  
Professional Employees ◽  
Definition Of

The concept of employee empowerment has long been heralded as advantageous to employees and organizations both in the public and private sectors. However, the concept still remains ambiguous because there is no settled idea about how it should be defined. Furthermore, employees' perspectives about employee empowerment are mostly overlooked in the existing body of research. It is particularly true about non-academic professional employees at higher education institutions and their views, concerns, or expectations with regard to empowerment. This qualitative study aimed to address the existing gaps in the literature on employee empowerment.It intended to explore non-academic professional staff's views about the definition and value of empowerment. The findings of this research study have useful implications for the definition of the concept and for academic institutions and their leaders about the role of empowerment.

scholarly journals The Competencies and Knowledge Entrepreneurship relationship in Higher Education Institutes: Examining the Moderating Role of Organizational Climate

2020 ◽  
Vol V (I) ◽  
pp. 390-398
Author(s):  
Nida Kamal ◽  
Bakhtiar Ali ◽  
Hina Samdani
Keyword(s):  
Higher Education ◽  
Organizational Climate ◽  
Higher Education Institutions ◽  
Faculty Members ◽  
Future Research ◽  
Transfer Of Knowledge ◽  
Public And Private ◽  
Social Competencies ◽  
The Public

Higher education institutions, in the knowledge economy, have a significant role in encouraging innovation and ultimately accelerating economic growth by the creation and transfer of knowledge. This study concentrates on the construct of knowledge entrepreneurship in higher education institutions of the public and private sectors in Pakistan. It highlights the competencies required to enhance knowledge entrepreneurship in presence of an encouraging organizational climate. Using the dynamic capability theory, this study theorizes the essential role of Personal, Professional and social competencies of faculty members in Higher education institutions in creating and disseminating various forms of knowledge while the organization maintains support, encouragement, leadership and the vision to accomplish the same. Implications and areas for future research are highlighted for further expansion in literature.

Practices of inclusion for carers who are higher education students

2020 ◽  
Author(s):  
Jordan Taylor ◽  
Paula Gleeson ◽  
Tania Teague ◽  
Michelle DiGiacomo
Keyword(s):  
Higher Education ◽  
Social Care ◽  
Higher Education Institutions ◽  
Education Students ◽  
Institutional Settings ◽  
Policies And Procedures ◽  
Health And Social Care ◽  
Students With A Disability ◽  
Crucial Part

The role of unpaid and informal care is a crucial part of the health and social care system in Australia and internationally. As carers in Australia have received statutory recognition, concerted efforts to foster engagement in carer participation in work and education has followed. However, little is known about the strategies and policies that higher education institutions have implemented to support the inclusion of carers. This study has three components: first, it employs a review of evidence for interventions to support to support carers; second, it reviews existing higher education institutions’ policies to gauge the extent of inclusive support made available to student carers, and; third it conducts interviews with staff from five higher education institutions with concerted carer policies in Australia were held to discuss their institutions’ policies, and experiences as practitioners of carer inclusion and support. Results indicate difficulty in identifying carers to offer support services, the relatively recent measures taken to accommodate carers in higher education, extending similar measures which are in place for students with a disability, and difficulties accommodating flexibility in rigid institutional settings. A synthesis of these findings were used to produce a framework of strategies, policies and procedures of inclusion to support carers in higher education.

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