Dimension Of Higher Education Research Articles

New Dimension in Higher Education in India

Higher Education has an important role in the task of rebuilding a nation and it paves the way for overall development of a nation. The twentieth century has witnessed several revolutions like Green revolution, White Revolution, I.T. Revolution, so on and so forth, taking human civilization to new heights. At the start of 21 st century, we gave a lot of importance given to higher education. Every country realized the value of higher education and the benefits that accrue from it. “The social demands for higher education continue to increase. The inability of the state to support this growing demand resulted in new financing arrangements for higher education. The recent reforms in this area could be broadly divided into two categories: the privatization of public institutions and the establishment of private institutions of higher education. Privatization implies the application of market principles in the operation of public institutions, while ownership rests within the public domain. Promotion of the private sector implies the growth and expansion of the non-state sector in higher education, and very often this sector does not rely on state funding for its growth and expansion. Both of these measures have paved the way for market operations in higher education

Innovation and Practice of the Industry-education Integration and Innovation Collaborative Education Model for Application-oriented Undergraduate Universities in the Context of New Liberal Arts Education

The cultivation of highly competent and well-rounded individuals, alongside the enhancement of students' comprehensive job-related abilities, lies at the core of an innovative talent development model. Drawing upon research encompassing the essence of new liberal arts education, collaborative education mechanisms, and the backdrop of professional establishment, this study aligns with the educational mission of application-oriented universities, aiming to drive societal progress and foster local industry cooperation. By analyzing the current state of talent cultivation in application-oriented undergraduate institutions and elucidating the goals of talent development, a novel and practical framework for the "Industry-Education Integration and Innovation" collaborative education model tailored to application-oriented undergraduate universities is proposed. This framework encompasses four dimensions of higher education and pedagogical reform: Industrial Cultivation, Professional Establishment, Integration of Learning and Competitions, and Dual-Innovation Education.

A Química contextualizada no processo ensino-aprendizagem a partir da dimensão ambiental

The didactic contextualization was undertaken as an alternative for the direction of the teaching-learning process of Chemistry, from the environmental dimension in Higher Education and in the process of environmental training of the Bachelor of Chemical Education since it is essential to acquire knowledge, skills and values ​​for the preservation of the environment related to the profession, an aspect that should be promoted from the elective course; the flexibility of the E curriculum supports this purpose. However, the application of theoretical and empirical research methods shows that there are still difficulties in the integration towards that intention from the disciplines, reflecting in the lack of solidity of environmental knowledge in students. The objective of this work is to socialize the results of the implementation of the Chemistry and Environmental Education subject in different contexts in the elective course, within the transformations in the career; its historical trends and its historical evolution is of vital importance to successfully face the challenges imposed by society. In this sense, the contextualization of this process reaches significance, based on the coherence and effectiveness of the interactions that are articulated in the teaching-learning context. The diagnosis of the current state of the contextualized teaching-learning process of Chemistry from the environmental dimension is presented, with a reflection of the theoretical references that support the teaching-learning process of this content for the proposed implementation.

Family-owned or -managed higher education institutions: a key dimension in higher education?

ABSTRACT The commitment of managerial families to educational endeavours has significant implications for society. This analysis provides a comparative perspective on the role and continuity of family-owned or – managed higher education institutions. Also discussed are the benefits (and challenges) linked to their special organisational character, shaped by on the one hand the distinctive managerial agency of a kinship group and, on the other hand, the norms rooted in academe. We present national overviews of three countries at different stages of higher education maturation, South Korea, Brazil, and Ethiopia. The comparative examples shed light on in particular the varied environmental factors that threaten or encourage the continuity of these organisations. A more optimistic outlook persists in the cases of Ethiopia and Brazil, which unlike Korea represent emerging economies where increased higher education capacity may be needed relative to the potential future growth in demand. We add to the country overviews a case study of a family-based institution to contextualise the normative understandings of managerial kinship behaviours and motivations. Comparative examples are also introduced to capture the nuanced characteristics of these institutions. This analysis concludes by discussing the sustainability of the family-based leadership model and the implications of national policy on their continuity.

The Transversality of Civic Learning as the Basis for Development in the University

The social dimension of higher education seems to have been highlighted in the most recent documents of the European Higher Education Area. Furthermore, the interest in providing future graduates with the competences necessary for their future jobs seems to have grown in recent decades. In this context, the key questions are what social competences could help graduates to enter the world of work and how universities can facilitate the development of such competences. In the present article, we clarify the role of civic and social competence in university education and offer some guidelines to orientate their learning. To address these objectives, the present study is divided into five parts. First, we define what we understand as civic or citizen competence. In the second part, we describe the reasons why we consider that the learning of civic competence may occur in different settings (formal, informal, or non-formal) of university life. We propose character education and integrated learning (IL) as promising approaches to foster civic learning in the third and fourth sections. Finally, we offer recommendations on how university leaders and professors might promote civic or citizenship competence.

The Acquirement of a European Dimension in Education

In a complex world, characterized by diversity and change, acquiring a European dimension in education answers the challenges of the open society. The paper describes the Romanian government's strategy to attempt this dimension in higher education. Attention is drawn to the technical universities in terms of the access to higher education and the transition to an educational system appropriate for a society based on individual freedom, political pluralism, and market economy. It is emphasized that in the context that is specific to Romania, where fighting marginalization, social and cultural discriminations is a process that has recently started, this orientation could offer compensatory solutions.

Privatisation of Higher Education in India

Privatization of higher education is not a new concept in India. While on one hand, expenditure for higher education is gradually increasing day by day, on the other government is gradually decreasing its financial support to the higher education in public sector. As a result, profit making higher education institution is growing rapidly in private sector. How far the rapid growth of higher education institutions in private sector affect various dimension of higher education in India more specifically equity and quality of higher education is the subject matter of discussion of this paper.

The Nigerian Girl Child and Reality of An Abusive Absurdity: A Reflection on Philosophy for Children in Higher Educational System

One of the social ills in contemporary Nigeria state is the abusive condition of the girl child. She has been abandoned, starved, beaten, enslaved and sexually molested by the society that ought to care about her but instead tames and guides her. Hence the paper attempts a social re-engineering process through philosophy for children dimension in higher education with a view to minimising, if not curbing, this ugly tragedy. The study employed both philosophical analysis and descriptive survey type. Philosophy for children is not an effort at teaching children the philosophical jargons but rather towards enablement of philosophical skills and its applications to questions of personal significance to the student. Findings revealed that the girl child abuse, though on the rise recently, but could be reversed where she is well trained in philosophical mindset at early age. Also, justice prevails when the abuse is timely reported to the law enforcement agents. Further, the establishment of victim-friendly court system would go a long way in facilitating quick dispensation of justice. Nevertheless, the vigorous pursue of ethical genuine poverty alleviation programmes would undoubtedly reduce the trend of the abuse in the society. The paper concluded that society should endeavour to nip the problem in the bud through conscientious philosophical guidance of Nigerian girl child at all time by all stakeholders. It is stated that the involvement of higher educational system will assist the parents, guardian, girl child, law enforcement agents, the law makers, the clinicians, the theoretician, the researcher and all other concerned with children’s welfare in such a way to shed light on a path of progress in decreasing and preventing this affront on our girl child in particular and children in general.

Public Purpose in the Evolution of American Higher Education

Public Purpose in the Evolution of American Higher Education

The public good and higher education in Poland

ABSTRACT This paper contributes to the debate on the varieties of national manifestations of the public good(s) in higher education. Drawing on a set of 33 semi-structured interviews (with politicians, university managers and faculty), it addresses the three following research questions: How do the actors in the field define the public good(s)? To what extent does the global public good play a role in their views? What are the specificities of the national system that shape understandings of the public dimension of higher education in Poland? The three definitions of the public good are proposed. The findings are discussed alongside the following four themes: higher education as a public good, higher education and the state, tuition fees, and the global public good.

Customized Learning Model Using Learner Activity Analysis

Reshaping education with knowledge and skills is the major objective of many of the developing organization to build competitive knowledge economy. Electronic learning, also popularly known as e-learning is one of the most effective applications of Information and Communication Technology (ICT), which refurbishes the dimension in higher education. COVID-19 pandemic situation justifies the need and real utilization of E-learning. Existing E-learning system provides static content to all learners irrespective of their learning needs. In this paper we propose to create Dynamic Role based access control model based on information from learners needs, audit logs and observations to support adaptive E-learning systems.

New Research and Trends in Higher Education

New methodologies, contexts, and technologies are generating a lot of interest in the field of higher education, and this Special Issue intends to address the current research and trends in all dimensions of higher education [...]

An analysis of the ASEM Education Process and its role in higher education

AbstractWorldwide, there is a pressing need for nations to seriously enhance the international dimension in higher education through international cooperation to stay competitive in a globalised higher education system. The Asia‐Europe Meeting (ASEM) is an inter‐governmental organisation formed in 1996. Since then, it has been actively involved in higher education programmes around the globe. The sixth ASEM Summit (2006) underlined the importance of multidimensional dialogue and cooperation in education. This led to the official formation of the ASEM Education Process (AEP) in 2008 and the inauguration of a recurring meeting of ministers with a focus on higher education. Also, more than 120 ASEM education meetings at political and stakeholder levels have been conducted. This article analyses the processes involved in embedding higher education in the AEP and assesses the prospects of intensifying the role of the AEP in ASEM higher education. The data were collected from participant observations, semi‐structured interviews and an analysis of ASEM education policy documents and reports. Our findings highlight the AEP's role in setting the agenda for making higher education a fundamental priority of Asia‐Europe cooperation. AEP offers numerous opportunities for ASEM partners to enhance the visibility of their higher education system. The creation of the right platform for all relevant parties to be involved in the development of ASEM education cooperation is vital. Thus, commitment from ASEM education partners and stakeholders is imperative in enriching the AEP and enabling continuous progress in higher education between Asia and Europe.

Institutional conditions of internationalisation of higher education: Mass higher school

Introduction. Currently, internationalisation is a priority for the development of higher education, as an institutional component of its academic functioning, both in terms of ensuring the quality of education, and in connection with the implementation of a multi-level integration agenda, in which a modern university is involved. In order to increase the effectiveness of the international dimension of higher education, it remains necessary to clarify a number of theoretical and fundamental questions, among them one of the most important is the problem of the institutional conditions of the academic environment that contribute to the emergence of internationalisation. Mass higher education can be found as fundamental condition and in that relation the clarification of the interrelations between massification and internationalisation of higher education can expand the theoretical understanding of current processes in higher education, providing the necessary theoretical framework for further applied research.The aim of the present article is to investigate the interrelations between the massification and internationalisation of higher education in order to clarify the institutional conditions that contribute to the development of the international dimension of the modern university.Methodology and research methods. The methodological framework of this research involves socio-philosophical tools. In particular, the research is based on a retrospective analysis and philosophical deconstruction of the socio-historical transition of higher education from elite to mass model. Both statistical data and analytical materials on the national conditions of transition to mass higher education are used to investigate the issue.Results. The massification of the higher school became reality due to the historical development of social systems, representing the further evolution of global higher education. Acting as a source of society's emancipation and democratisation, the massification of higher education ensured the reorientation of universities from upbringing needs (ideology) to professional competence (economics). Meanwhile, mass higher education is considered to be the reason of destruction of the imperialist agenda, including the problem of alienated labour. Institutionally, the massification of higher education has become possible due the state-private cooperation. The implementation of this cooperation requires two options: 1) via government subsidies to private higher education, 2) via private investments into public higher education. Mass higher education is an institutional factor of internationalisation development: 1) it creates a need to improve the quality of education; 2) it acts as an instrument of the international integration.Scientific novelty. The connection between mass education and internationalisation of higher education has been found. Mass higher education acts as an institutional factor in the formation of academic demand for the development of internationalisation processes: 1) forming the need to improve the quality of education; 2) acting as one of the tools for implementing the integration agenda. The absence of processes of massification and internationalisation in the modern system of higher education may indicate on fundamental barriers in the national development of a particular state.Practical significance. The results obtained will contribute to further fundamental research in the fields of philosophy and sociology of education. Moreover, the present findings could be applied as a theoretical basis for further practical research on modern processes of higher education development.

Introducing and Evaluating the Effective Inclusion of Gender Dimension in STEM Higher Education

The need to incorporate the gender dimension in higher education is a central element of gender equality policies within the European Union (EU). When most institutions of higher education have already strengthened and consolidated their curricula, the next challenge is to include and ensure that all people have the same opportunities to progress in education. This study intends to incorporate the gender dimension in teaching through a guide providing recommendations for the introduction of changes that will allow its effective incorporation in STEM (Science, Technology, Engineering and Mathematics) areas. It will take into account the administration in charge of formulating policies in the field of education, the students, and, mainly, the teaching staff. Its objective is to cover aspects related to the principles of equal opportunities and gender equality in STEM higher education disciplines. For this purpose, 41 volunteer teachers from 8 degrees and master’s degrees from the Universitat Politècnica de Catalunya in Spain participated. To achieve the results of this study, aspects related to social and gender relevance of the subjects, inclusive methodology, classroom management and assessment were considered. As a preliminary step to the development of the guide of recommendations, a teacher’s self-assessment tool and a questionnaire for students to analyze the perception of the gender dimension were developed.

Стратегически предизвикателства пред интернационализацията във висшето образование в условията на криза

The article analyzes the impact of the Covid crisis on the processes of internationalization in higher education institutions, the subsequent reactions and possible management approaches to restore the stability of international activities. The growing interest of European universities, including Bulgarian ones, in implementing an international dimension in higher education has led to a significant commitment of their missions to the concept of internationalization over the last 20 years. But after the beginning of the Covid crisis, there was a stagnation of almost all internationalization processes, especially the mobility of students for periods of study or obtaining a degree. Analyzing the causes and obstacles to mobility, it is clear that in the next few years the situation will be similar. The need for the right strategy and optimal allocation of resources to rebuild internationalization processes, along with all other changes related to the Covid crisis, is not an easy task for universities. They must not only strive to ensure high-quality teaching and learning, but also to develop innovative forms of teaching - motivating, effective, competitive, guaranteeing access to the labor market. This task will require a lot of imagination, creativity and ingenuity from the academic community and from decision makers. But universities need to put in the necessary effort and resources, as students' motivation has not changed - international exposure and education open up a variety of opportunities for young people; provide them with exciting experiences; encourage understanding, sharing of ideas; increase cultural competencies. And, ultimately, build them as stronger individuals and citizens of the world. At the moment, these values are even more important for the future.

Yükseköğretimin Geleceği: Covid-19'un Öğretim, Araştırma ve Uluslararasılaşma Konularındaki Etkileri

Covid-19, which emerged in Wuhan, China at the end of 2019 and has turned into a pandemic in a short time, has brought many social problems. It is clear that it will also have some short and long term effects in the field of higher education. Based on the recent publications, the current study aims to discuss what these effects will be in different dimensions of higher education. However, due to the difficulties of covering so many different pandemic-related developments within a single study, the current study focuses more on the effects of the Covid-19 process on teaching, research and internationalization in higher education. Based on the recent discussions on these focal themes, recommendations are made specifically for the Turkish higher education system.

Faculty International Engagement: Examining Rationales, Strategies, and Barriers in Institutional Settings

The dramatic expansion of the international dimension in higher education has incited broadened and diverse interpretations of internationalization. As faculty members are integral in achieving many expected higher education goals, understanding their perspectives on the internationalization process is critical. Administrative leaders also play a vital role in influencing the conditions of internationalization and working alongside the faculty. Addressing the rationales, strategies, and barriers encountered, our study seeks to provide a comprehensive understanding of faculty internationalization. Employing a phenomenological design, we interviewed 22 participants, including central administrators of two public research universities and both faculty and administrative leaders of these universities’ colleges of education. Revealing diverse rationales, strategies, and barriers, our findings confirm faculty’s initiator and maintainer roles in operationalizing internationalization. Our study also corroborates the need for sustainable mechanisms and a consensus between faculty perspectives and institutional priorities. Recommendations are made to improve faculty engagement in internationalization.

Internationalization as a process of change

This article features an interview with Jane Knight, professor at the Ontario Institute for Studies in Education (OISE-University of Toronto), held in June 2019, during the event “Shaping Sustainable Futures for Internationalization in Higher Education”, where Professor Knight was among the main speakers. Internationally recognized for being one of the first authors to define the internationalization of Higher Education theoretically, Jane Knight reflects on this definition after 25 years. In this interview, she also talks about the diversity of institutions in the educational scenario that develops internationalization programs, with particular attention to the international program and provider mobility (IPPM). She highlights as well some relevant and inspiring experiences, such as the one she promoted in the African continent. Finally, she reflects on some challenges of research in internationalization, highlighting the need for interdisciplinary investigations based on evidence on different dimensions of Higher Education.

Inner Transformation for 21st-Century Futures: The Missing Dimension in Higher Education

We live in times of great global risks and problems that pose multiple wic­ked, inter­depen­dent challenges, such as climate change, environmental degradation, social ine­qualities, geopolitical tensions, and economic uncertainty. Primary responses to these issues have mostly focused on the scientific accumulation of knowledge that is applied to designing technological innovations or reshaping the economy. Yet there are considerable limits to this approach: It neglects a significant dimension of human experience, namely, that of our inner worlds comprising worldviews, values, belief, spirituality, and consciousness. This article argues for blending disciplinary specialisms with holistic perspectives that enable us to appreciate the big picture, while understanding our individual and col­lective roles in society and on this planet. In so doing it canvasses the implications for profound reform of higher education institutions and learning.