Architecture In Higher Education Research Articles

Türkiye’de Erken İslâm Mimarisi Eğitimi ve Araştırmaları Açısından K.A.C. Creswell’in Kitaplarının Önemi

In Turkey, since 1948, the auxiliary resource books used in teachings of History of Islamic Arts and Architecture studies in higher education are the ones, prepared through summarised translations from certain European authors’ publications. The contents of these books provide very little information and visuals on important buildings of Early Muslim Architecture. In addition, the information given from the works of those authors on these buildings are conveyed as the only and the most accurate available in the market, without mentioning anything about the existence of alternative views of other researchers. Although K.A.C. Creswell presented substantial alternative information in his book titled Early Muslim Architecture which he revised and published as two volumes (three books) in 1969, but the valuable information he presented were not incorporated in the Turkish supplementary books.
 Insufficient information and visual materials in sources of Early Muslim Architecture sources in Turkiye, are analyzed in comparison to K.A.C. Creswell’s aforamentioned publicatiıns in this research article. Further more, it will be demonstrated that Creswell’s books contain a substantial amount of information and visual materials, sufficient to address many of the deficiencies present in Turkish educational resources.

Enterprise Architecture Framework in Higher Education: Systematic Literature Review

The use of information and communication technology helps improve the quality of education and learning processes, research, libraries and information services, and university management. With the development of ICT, universities are one of the companies engaged in education, so that institutions and universities need an information system planning strategy. This study presents a detailed and extensive systematic literature review (SLR) to select studies that carry out the current application of Enterprise Architecture in higher education. The method used in this research is the incorporation of various systematic literature studies on previous studies related to research objectives. The results of this literature review reveal important aspects related to the use of enterprise architecture applications in higher education, such as the most popular frameworks used in higher education, examine the reasons and determine the criteria for using application-based frameworks, and why enterprise architecture frameworks are needed to implement in higher education.

Enterprise Architecture Planning for College Information Systems using the TOGAF-ADM Framework and ISO 27001

The planning for the development of Information Systems and Technology is carried out with the main goal of realizing the Vision and Mission of Higher Education. The Information System design framework used is TOGAF (The Open Group Architecture Framework) - ADM (Architecture Development Methode), in that framework consists of several steps of implementing a representative architectural design to be used in architectural design at the Toyota Indonesia Community Academy which focuses on Business, Data, Applications and Technology. For the information system security management system, TOGAF-ADM can collaborate with ISO 27001:2013, where when we plan the development of the enterprise information system architecture for universities, we must also focus on information system security in accordance with the information system security system contained in the ISO 27001 :2013. By using a combination framework between TOGAF-ADM and ISO 27001, it is very appropriate to be used as a method for planning Enterprise Architecture in Higher Education that prioritizes business, applications and technology and adopts an information security management system from ISO 27001 .

Academic Learners in Finland: The Experiences and Perceptions of First-Generation Migrant Family Students in Higher Education

The increasing migration and internationalization of societies require a new dynamic architecture in higher education. Understanding the educational journey of specific groups of students is, therefore, of great importance. This study describes the educational pathways of first-generation migrant family students (FGMFSs) who have been successful in their university education. For this grounded theory study, fifteen FGMFSs at universities in Finland were interviewed. Three main categories—the academic environment, academic performance, and academic well-being—were identified as critical factors influencing their educational success in higher education. The results of this study can help educators and policymakers better understand the factors that are important for FGMFSs’ sense of belonging and educational success in higher education.

Higher Education Systems in Russia and Belarus: A Comparative Approach

Citation: Titarenko L. (2019) Higher Education Systems in Russia and Belarus: A Comparative Approach. Mir Rossii, vol. 28, no 4, pp. 112–127. DOI: 10.17323/1811-038X-2019-28-4-112-127
 The modernization of higher education in Russia and Belarus is still topical, despite the numerous changes already made to the higher education systems (HES) of both countries in the post-Soviet period. This article shows the similarities and differences in the practice of developing HES in Russia and Belarus. The analysis is based on statistical materials, an analysis of the literature in both countries, survey data, and in-depth interviews conducted by the author with higher education experts in Belarus in 2018.
 The starting point for both countries was the Soviet model of higher education. Over time, each country developed this heritage in its own way. Despite the existence of common features in the organization and management of higher education, today this sphere in Belarus is characterized by more centralized management than in Russia. Centralization finds expression in the greater uniformity of educational programs, university practices, and decision-making.
 The article shows that in Russia the regionalization of higher education is proceeding at a faster pace, manifested in the active attraction of foreign students. In Belarus this process has a similar vector, but is progressing more slowly. Internationalization has several directions (European, Eurasian, Asian). Neither country wants to give up national priorities in the integration into the European space of higher education, while the implementation of the Bologna principles is higher in Russia. Regardless of changes in the architecture of higher education, the problems of its quality and student motivation remain on the agenda.
 The Belarusian centralization of the HES slightly differs from the Russian one. Both countries are searching for answers to similar global challenges—answers which are suitable for their national socio-economic and political conditions. Russia and Belarus are objectively interested in changes in their HES which will contribute to the effective development of their countries.

Educational development within higher arts education: an experimental move beyond fixed pedagogies

This paper explores creative educational development by asking what it is or might become. It is based on a singular pedagogical process within the fields of arts, design, and architecture in higher education. The exploration is framed by Gilles Deleuze’s philosophy of difference, which allows for a movement beyond educational certainties that might sometimes limit developmental efforts in higher education. With the intersection of artistic-pedagogical processes and theoretical investigations, the paper aims to imagine potentialities for thinking and doing otherwise in educational development. Thus, this paper strives to become open toward expanding difference and creation within educational development processes.

Architecture of higher education in Poland in the context of sustainable development

The beginning of the 21st century was in Poland a period of intense investment activity in the development of infrastructure for higher education. University campuses have the potential to become an excellent model of architecture and urban planning with ideal symbiosis of learning and working, residence and recreation. Ecology issues must have value of moral imperative and are an expression of social responsibility for politicians, teachers and the media, as opinion-forming centres. By virtue of this mission, universities should therefore be interested in promoting sustainable architecture to minimize adverse effects on the environment and to shape ecological society. But many campuses of polish universities do not develop perfectly. Developed on the city suburbs they do not support the idea of compact city and the process of re-urbanization. Often there is a lack of application of the principles of sustainable development. We see ad hoc method of developing campuses, tendency to suburbanization, waste of space and public funds, too little concern for the environment and not enough renewable energy. Institution of higher education must develop in accordance with the principles of sustainable development. This is the direction specified, as a priority, in the European economy and it’s profitablity to private companies. Universities as institutions that use

Tenor of Life as Base Unit of New Architecture in Higher Education: Search for Principles

The purpose of this study is to identify the basis of higher educational institution in the conditions of scientific knowledge growth and the rapid expansion of information according to modern socio-cultural changes. The authors take into consideration the most fundamental challenge in higher education - creation of conditions for evolution of a person's capability to change circumstances, to build his life trajectory, to overcome the knowledge fragmentation and to find his own integrity and identity. The answer to this challenge is attributed to creation of educational institution's own image – Tenor of Life - for overcoming the stereotypic installations upon formation of uniform ways of cognitive activity. In the paper the concept of “Tenor of Life” is associated with “hidden curriculum” in higher education, some historical insight is taken. The research is focused on definition of Tenor of Life's principles. System of indicators and criteria of diagnostics are presented.

‘The problem of Trinity College Dublin’: a historical perspective on rationalisation in higher education in Ireland

This paper offers a historical perspective on government policies for the rationalisation of higher education (HE) in Ireland through a critical re-appraisal of the initiative for ‘merger’ of Trinity College and University College Dublin. The initiative launched by Donogh O'Malley in 1967 was the first significant attempt by an Irish government to transform the institutional architecture of HE. This study sheds new light on the rationale for merger. A key motivation for the merger was to overcome ‘the problem of Trinity College Dublin’: policy-makers sought to integrate Trinity College, long regarded as a Protestant ‘enclave’ in a predominantly Catholic society, within the Irish HE system. O'Malley's initiative sought to bring Trinity College Dublin (TCD) firmly under the control of the state and transcend traditional religious divisions, by circumventing the ‘ban’ on the attendance of Catholics at TCD imposed by the Catholic bishops. This paper also explores the emergence of proactive, interventionist approaches by Irish ministers and officials to policy formulation and implementation in HE.

Evaluation of oral production learning outcomes for higher education in Spain

Higher education institutions across Europe are currently involved in a major process of reforming and restructuring as part of the Bologna process which stresses the role of competences and outcomes in curriculum design. This paper reports on the findings of a research project whose purpose was to assess the clarity and the appropriate calibrations of oral production learning outcomes specifically developed for students of engineering and architecture in higher education. Two studies to evaluate the learning outcome descriptors in terms of clarity and calibration to levels of the common framework for language were carried out on three groups of engineering students and another on a group of 13 experienced educators. The results show that problematic learning outcomes can be classified into three types; oral production outcomes describing strategy use; outcomes describing technical activities and outcomes whose language was found to be difficult to understand by the learners, especially outcomes containing dead metaphors. This paper considers the practical implications of these findings for future research on the learning outcomes.

Going Global? Internationalizing Australian Universities in a Time of Global Crisis

L'auteur analyse l'orientation de la politique engagee dans le secteur de l'enseignement superieur en Australie, qui a vu depuis 1980 une augmentation et une croissance exponentielle des inscriptions d'etudiants etrangers. Une analyse critique de cette internationalisation percue egalement comme etant une mondialisation de l'enseignement accompagne cette etude qui ne manque pas de traiter des questions relatives au financement des universites australiennes en comparaison avec d'autres pays anglophones presentant des conditions similaires.

The architecture of higher education. University spatial models at the start of the twenty first century

This article examines the essential urban and architectural support as a base and reflection of the link between University and Society. When the phenomenon of the proliferation of Universities and campi continues to grow, this issue assumes a new centrality. At the start of the twenty first century, it is useful to review the role that Architecture has played within the University. Whilst some recent trends seem to predict a dissolution of the magnitude of the academic buildings in view of modern communication technologies ( virtual campus), it is necessary to defend the functional, cultural and symbolic potentialities that Architecture has to offer in relation to the transcendental mission of Education. The Architecture of knowledge has through history been the embodiment of the University's ideals. The bottom line of this article is the principle that good Architecture is necessary for achieving excellence in education.

Comparative Education and World-Systems Analysis

This essay is a call for world-systems analysis of education. Increasingly, the field of comparative education is moving toward more sophisticated examinations of education in relationship to economic, political, and social forces. Studies of the ecology of educational institutions and processes, however, often fail to take into account an international context of transactions. To date, most macro studies of education have taken the nation-state as the basic unit of analysis.' An examination of the international forces impinging upon education systems is no less essential than an examination of the international economic order would be to an