Cultivating Practice: Ensuring Continuity, Acknowledging Change

2018 ◽  
Vol 40 (1) ◽  
pp. 43-47 ◽  
Author(s):  
Lauren Herckis
Keyword(s):  
Higher Education ◽  
Dynamic Change ◽  
Degree Programs ◽  
Mixed Methods Approach ◽  
Faculty Identity ◽  
Teaching Goals ◽  
Change In Higher Education ◽  
Applied Approach ◽  
The Relationship ◽  
Dynamic Moment

This article presents the results of ethnographic and survey research conducted as part of a project designed to identify barriers and affordances to the adoption of evidence-based instructional practices in higher education. It focuses particularly on the role that faculty identity plays in approaches to teaching. The mixed-methods approach used in this study facilitates an exploration of the relationship between faculty identity and instruction. This is a time of dynamic change in higher education as a whole and in the practice of anthropology. An applied approach provides guidance for anthropology departments seeking to meet the challenges of this dynamic moment. Results of this study have clear implications for anthropology degree programs and teaching goals, as well as the evolution of the field of practice in anthropology.

scholarly journals The cultural dimensions of information use: A mixed methods approach to the information use experience of Emiratis in Higher Education

2020 ◽  
Author(s):  
Helen Weston
Keyword(s):  
Higher Education ◽  
Mixed Methods ◽  
Cultural Values ◽  
Teaching And Learning ◽  
Information Use ◽  
Cultural Dimensions ◽  
Sequential Method ◽  
Mixed Methods Approach ◽  
Teaching And Learning Environment ◽  
The Relationship

Upon transitioning to higher education, Emirati students bring their cultural values and sentiments into the teaching and learning environment. Using the Explanatory Sequential method of Mixed Methods approach, this research explored how the information use of Emirati students enrolled in higher education is experienced in light of what is revealed when national culture is explored. This research provides empirical data contributing to the discussion of how culture intersects with information use in higher education. New contributions underpin the relationship between culture and information use. They also support the design and implementation of pedagogical approaches that recognize cultural diversity of learners.

scholarly journals Monitoring and Evaluation Practices and Academic Staff Motivation: Implications in Higher Education Within Rwandan Context

SAGE Open ◽  
2019 ◽  
Vol 9 (1) ◽  
pp. 215824401982956 ◽  
Author(s):  
Boniface Niyivuga ◽  
Alfred Otara ◽  
Dieudonné Tuyishime
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Monitoring And Evaluation ◽  
Final Conclusion ◽  
Policy Makers ◽  
Mixed Methods Approach ◽  
Staff Motivation ◽  
Self Evaluation ◽  
The Relationship

This study sought to determine the relationship between monitoring and evaluation (M&E) practices and academic staff motivation in higher education, from a Rwandan perspective. Particularly, the study aimed at describing the M&E practices applied, assessed how quality of feedback affects academic staff motivation, and determined the relationship between M&E practices and academic staff motivation. The study employed a mixed-methods approach to collect data from academic staff. A total of 105 faculties were sampled. The study established that M&E practices, including staff self-evaluation, students–staff evaluation, peer evaluation, and evaluation by supervisor, are applied at varying emphasis. Furthermore, both the supervisees and supervisors agreed that the quality of feedback provided during evaluation is fairly effective, although recognition of their performance is rarely appreciated. It was further established that weak to moderate correlations exist between M&E practices and academic staff motivation with “ r” varying from 0.268 to 0.4460. Although some indications for the direction of influence have been generated, the study, however, does not permit one-way final conclusion about the effect of any of the M&E practices to academic staff motivation. Based on the findings, this study recommends that policy makers design a policy on M&E, which would guide supervisors in M&E exercise.

The Nature of (Arts) Entrepreneurial Action

2021 ◽  
pp. 96-116
Author(s):  
Linda Essig
Keyword(s):  
Higher Education ◽  
Training Programs ◽  
National Endowment ◽  
Degree Programs ◽  
Entrepreneurship Training ◽  
Entrepreneurship Research ◽  
Creative Practice ◽  
The Arts ◽  
Entrepreneurial Action ◽  
The Relationship

There seems little doubt that educators, policymakers, and artists themselves are paying attention to the relationship between creative practice and entrepreneurship. Over 150 US institutions of higher education provide hundreds of offerings related to arts entrepreneurship, ranging from courses to degree programs and guest speakers to robust venture incubation programs. State arts agencies have developed arts entrepreneurship training programs, and the National Endowment for the Arts has thus far initiated three national arts entrepreneurship research labs. Given this interest, this essay examines what it is that artists actually do – the actions they take — in the relationship between entrepreneurship and their creative practice.

International higher education brand alliance: the role of brand fit and world-mindedness

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kyung-Min Kim ◽  
Benjamin Nobi ◽  
Sangwon Lee ◽  
Chad Milewicz
Keyword(s):  
Higher Education ◽  
Degree Programs ◽  
Brand Alliances ◽  
Content Type ◽  
Brand Alliance ◽  
Brand Quality ◽  
Value Perceptions ◽  
Emotional Value ◽  
Dual Degree ◽  
The Relationship

PurposeThis research investigates three major research questions. First, how does brand alliance type, defined by a partner's location and brand quality, affect consumers' emotional value perceptions of higher education brand alliances for dual-degree programs? Second, does perceived brand fit mediate the relationship between brand alliance type and emotional value perceptions? Third, do individual differences in world-mindedness moderate the influence of brand alliance type on emotional value perceptions?Design/methodology/approachIn total, two experiments are performed. Experiment one examines the effect of brand alliance type, at varying combinations of partner brand quality and partner location (domestic or foreign), on consumers' emotional value perceptions. Experiment two examines the moderating role of world-mindedness in the relationship between brand alliance type and consumers' emotional value perceptions.FindingsResults provide evidence that consumers' perception of brand fit mediates the relationship between brand alliance type and consumers' emotional value perceptions of the alliance. Results also indicate that world-mindedness moderates the relationship between brand alliance type and emotional value perceptions.Originality/valueThis research extends the previous literature on higher education dual-degree brand alliances and introduces world-mindedness as an important consumer-based characteristic to consider in this line of research. It answers calls for more research on higher education branding and calls for research into the potential mediating role and importance of brand fit. It provides several theoretical and managerial implications relevant to the higher education brand alliances, particularly in dual-degree programs.

scholarly journals Environmental (Art) Design VS Interior and Spatial Design: A dialogue between Chinese and Italian design disciplines

2020 ◽  
Vol 179 ◽  
pp. 01008
Author(s):  
Yeqiu Yang ◽  
Luca Guerrini
Keyword(s):  
Higher Education ◽  
Current Status ◽  
Environmental Art ◽  
Degree Programs ◽  
Spatial Design ◽  
Common Basis ◽  
Teachers And Students ◽  
Art Design ◽  
Italian Design ◽  
The Relationship

The relationship between China and Italy has ever been stronger for academic exchanges to flourish. Vital exchange of teachers and students among design universities has soared to paramount levels. With this, beginning in 2007, both Chinese and Italian higher education institutions have established the ‘double master’s degree programs in design’, with the corresponding degrees being ‘environmental (art) design’ and ‘interior and spatial design’ respectively. Meanwhile, there are great strides, followed by demands to strengthen the understanding of the respective cultures, language, and methods of both design institutions. This article aims to assist and facilitate a dialogue of understanding between the two design cultures by analyzing the current status and the evolution of their disciplines in both nations. This research may provide a common basis for the innovation in the field in both countries and contributing useful theoretical notions for the education of design.

The next generation: Experiences of higher educated Turkish-Dutch on The Hague labour market

2014 ◽  
Vol 11 (2) ◽  
pp. 206-217
Author(s):  
Karijn G. Nijhoff
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Labour Market ◽  
Education System ◽  
Minority Groups ◽  
Personal Characteristics ◽  
Market Positioning ◽  
The Hague ◽  
The Relationship ◽  
Dutch City

This paper explores the relationship between education and labour market positioning in The Hague, a Dutch city with a unique labour market. One of the main minority groups, Turkish-Dutch, is the focus in this qualitative study on higher educated minorities and their labour market success. Interviews reveal that the obstacles the respondents face are linked to discrimination and network limitation. The respondents perceive “personal characteristics” as the most important tool to overcoming the obstacles. Education does not only increase their professional skills, but also widens their networks. The Dutch education system facilitates the chances of minorities in higher education through the “layering” of degrees. 

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

1. The Neoliberal Logic of Service-Learning

2020 ◽  
Vol 2 (1) ◽  
pp. 1-18 ◽  
Author(s):  
Megan Snider Bailey
Keyword(s):  
Higher Education ◽  
Service Learning ◽  
Teaching And Learning ◽  
Community Partnerships ◽  
Market Forces ◽  
Community Based ◽  
University Partnerships ◽  
Economic Changes ◽  
The Public ◽  
The Relationship

<?page nr="1"?>Abstract This article investigates the ways in which service-learning manifests within our neoliberal clime, suggesting that service-learning amounts to a foil for neoliberalism, allowing neoliberal political and economic changes while masking their damaging effects. Neoliberalism shifts the relationship between the public and the private, structures higher education, and promotes a façade of community-based university partnerships while facilitating a pervasive regime of control. This article demonstrates that service-learning amounts to an enigma of neoliberalism, making possible the privatization of the public and the individualizing of social problems while masking evidence of market-based societal control. Neoliberal service-learning distances service from teaching and learning, allows market forces to shape university-community partnerships, and privatizes the public through dispossession by accumulation.

Sign in / Sign up

Export Citation Format

Share Document