Higher Education In Relation Research Articles

Assessing international students’ vulnerability to hurricanes: University of Florida case study

Disaster research concerning the behavior of international students at U.S. institutions of higher education is very limited. The main objective of our study is to develop new knowledge about international student's behavior at U.S. institutions of higher education in relation to hurricanes in order to enhance the overall campus crisis management. A mix of quantitative and qualitative methods was used to collect data from University of Florida (UF) main campus in Gainesville, Florida; UF administrative leaders committed to international students' safety in emergencies were interviewed. In addition, 120 international students at UF were surveyed. The data analysis sought to provide insights into one main research question: In a disaster-context, what challenges do international students face that contribute to their vulnerability at UF main campus? Three main groups of challenges were found; Institutional challenges, Students' well-being and daily challenges, and Disaster preparedness challenges. Moreover, considerable variations in students' behavior were found among some demographics, including gender, ethnicity, housing, degree level, and previous hurricane experience. The research findings shed a light on a research area that has been under-investigated, and contribute to an increased understanding of international students' vulnerabilities at U.S. institutions of higher education.

5 - Broadening Perceptions and Parameters for Quality Assurance in University Operations in Uganda

This article explores the stakeholders’ perceptions of quality in university operations in Uganda, specifically in terms of the core functions of teaching, research and community engagement. Conceptually, universities aim to transform, modernise and develop science and technology. A review of the literature suggests that many university communities are an elite group of professors and students who live in relative isolation. Within this ‘protective environment’ occurs a significant research milieu which is more basic than applied and, thereby, not relevant to local systems and somewhat foreign to community members. Further, the linkage between research results and institution policy makers is minimal or non-existent. In light of this background, it is argued that typical quality assurance (QA) initiatives in many universities focus on establishing operational efficiency of conventional structures of teaching and research. The study investigates comprehensiveness of parameters used by various stakeholders to determine quality in and of university education. Making reference to community engagement as one of the universities’ core functions, this study investigates whether community issues and social welfare are central in the conceiving, planning and implementing QA initiatives. Qualitative and quantitative approaches were used to generate data; specifically, questionnaires, interviews, content analysis of academic and non-academic programme and documents reviews were analysed. Preliminary findings reveal a stronger focus on conventional teaching and scholarly research than on community engagement initiatives. Conceptualisation of a quality university education by various stakeholders (students, lecturers, administration, parents and policy makers) is influenced by concerns of effectiveness and regularity of activities at the universities. Monitoring and evaluation activities emphasise: a) effectiveness of teaching and learning; b) relevancy of academic programmes to job-markets; c) quality of basic research; d) number of publications in accredited international journals; and e) concerns regarding ranking of the university relative to others in the country, region, continent and the globe. A lack of emphasis on community engagement initiatives could be explained by the fact that a number of practitioners could be products of the same existing structures and may not be in position to detect the discrepancies. Conversely, local communities, within which these institutions operate as expected immediate beneficiaries, often perceive universities as abstract institutions for the super-elite, and that the ‘ivory tower’ has little applicability to the day-to-day lives of grassroots communities. It is proposed that debates and dialogues should be organised to engage various stakeholders in re-definition of expectations, duties and responsibilities of higher education in relation to community engagement.

Reconceptualising ‘caring’ in e-tutor-student interactions during the Covid-19 pandemic in an ODeL university in South Africa

In South Africa and elsewhere, the outbreak of Covid-19 in 2020 and the lockdown regulations forced both academics and students to adapt to a new reality of fully online modules and assessments. This catapulted relations in higher education into the spotlight. The concern of this paper is how e-tutors in an Open Distance e-Learning (ODeL) university in South Africa have enacted care in online interaction with the students during this period. Available research focuses on online interaction; however, there is a paucity when it comes to care cultivated by e-tutors on students to increase online interactions during the covid-19 pandemic. Through the lens of Relational Care, this paper seeks to reconceptualise care during e-tutor-student interaction in one of the English modules at a mega South African ODeL university. Data were collected through a survey completed by e-tutors (n = 8) and lecturers (n = 4) of one of the English modules at this university. Through content analysis, patterns and categories emanating from the data were extracted. Findings indicated that e-tutors and lecturers had minimal understanding of how to enact care in this environment during the covid-19 pandemic. Future research should focus on how to manage student online interaction in an OdeL environment during crises.

THE IMPACT OF ACADEMIC CAPITALISM ON THE FORMATION OF INNOVATION POLICIES IN HIGHER EDUCATION AND SCIENCE

Innovation policy in the field of higher education and science is one of the main components of the state socio-economic policy of social development and is aimed at creating favorable conditions for the market launch of new ideas created in this sphere. The purpose of the study is to analyze the decisive influence of academic capitalism on the formation of innovation policy in higher education and science, contributing to the creation of an innovative environment for transformational change in this sphere. The methodology of the research is based on an objective standardized approach to the analysis of factual data on the development and implementation of innovation policy in higher education systems and leading universities of the world, the latest published results of experiments, materials of scientific literature on innovation policy and innovation management. Research results. The main directions of innovation policy of entrepreneurial university and innovation relations in the sphere of higher education and science are investigated. It is shown that innovative transformations in the sphere of higher education and science, as a rule, take place within the framework of the innovative policy determined by the leaders of this sphere. It is noted that innovation policy in higher education is a link between the policy of research and scientific (scientific and technical) activities, search and dissemination of knowledge, education and training of qualified specialists in the field of technological development, industrial policy and environmental policy. The authors studied the following: the types of activities promoted by innovation in higher education and innovative environment of this activity; the main directions and main components of innovative policy of entrepreneurial university; innovative relations in higher education and science; innovative environment; the importance of having the necessary competencies, their formation and development; internal and external sources of competencies for universities, etc. Practical implications. The authors suggest that innovation policy in higher education is a link between the policy of research and scientific (scientific and technical) activities; search and dissemination of knowledge; education and training of qualified specialists – on the one hand, and technological development; industrial policy and environmental policy – on the other. This can be used in the creation of the theory and practice of innovation policy development in higher education. The article as a whole is devoted to the further development of the theoretical foundations of higher education innovatics.

Human Relationships in Higher Education: The Power of Collaboration, Creativity and Openness

Human Relationships in Higher Education: The Power of Collaboration, Creativity and Openness

What Is the Relationship between Higher Education and Neoliberalism in the United States?

What Is the Relationship between Higher Education and Neoliberalism in the United States?

Development of the Theory and Practice of Higher Education Innovatics

Most of the innovative changes in higher education in relation to academic capitalism are based on market principles. The aim of the article is to further study and determine the innovative directions of the reform of higher education. For this, it is necessary to create and implement a scientific and applied system that combines theoretical and practical approaches to the innovative development of higher education. The authors propose the further development of a new scientific direction in the field of higher education - “innovatics of higher education”.
 Theoretical foundations and practical issues of higher education innovatics include innovative changes in a number of activities. The main of these activities are: teaching, training and study; R&D, engineering, IT and technologies development, projects activity and design creativity; financial and economic support of the educational process, R&D, activities development and business expanses; inventive and patent-licensing activities, technology transfer, academic/university entrepreneurship; cultural and moral development, upbringing of cultural, moral and human values; sports, recreational, festive and extracurricular activities including other types of universities activities.
 Thus, innovatics of higher education includes innovative changes in almost all areas of higher education to enhance the quality training of professionals and responsible citizens of the modern community. More over innovations can guarantee financial independence, economic stability and competitiveness for a university development. This will be useful both for reforming the higher education systems and for universities R&D in Ukraine and other countries.

Improving the Mechanisms for Coordination and System Management in Interaction between Government Agencies and Educational Institutions of Higher Education in relation to Activities aimed at Attracting Foreign Citizens

The authors studied a number of projects and concepts aimed at increasing interest in the Russian education system among foreign students, as well as the functions of state structures involved in their implementation. Analyzing existing programs, the authors pay special attention to the activities of Rossotrudnichestvo. In conclusion, a number of measures are proposed aimed at developing the coordination of the work of state structures and educational institutions to attract foreign students. In the context of globalization and the active introduction of digital technologies in all spheres of society, the institution of cooperation between educational institutions of higher education and state authorities, specialized state organizations in the field of attracting foreign citizens to study at Russian universities also depends on the features of remote work and digitalization processes. The paper analyzes the main directions of the use of individual digital technologies in these respects. The main directions for increasing the presence of Russian educational organizations in the global Internet space and increasing the effectiveness of marketing digital strategies are considered.

Cultivating Enduring and Reciprocal Relationships in Academia

This article takes form following an exchange of letters in which the Chickasaw and Hopi authors reflected on an Indigenous mentorship relationship in higher education as the embodiment of a carved-out space for Indigenous ways of knowing and being. They begin the story of their faculty mentor-doctoral mentee relationship with the memory of the mentee’s graduation from the doctorate program and the gifting of a shawl. This moment was both a culminating and rebirthing of a relationship, an Indigenization of the institutional university hooding graduation ceremony. The authors privilege an Indigenous gift paradigm based in values of care and notions of kinship. Together, they ask and explore questions of how such a gift paradigm is created, enacted, and sustained in higher education. They reflect on practices which cultivated, nurtured, and sustained the mentorship relationship through the years from admission and leading up to the doctoral graduation ceremony, and beyond.

What Happened to Your College Town: The Changing Relationship of Higher Education and College Towns, 1940–2000

AbstractThis essay examines the history of what is commonly called the town-gown relationship in American college towns in the six decades after the Second World War. A time of considerable expansion of higher education enrollment and function, the period also marks an increasing detachment of higher education institutions from their local communities. Once closely tied by university offices that advised the bulk of their students in off-campus housing, those bonds between town and gown began to come apart in the 1970s, due primarily to legal and economic factors that restricted higher education institutions’ outreach. Given the importance of off-campus life to college students, over half of whom have historically lived off campus, the essay argues for increased research on college towns in the history of higher education.

Academic literacies and the tilts within: the push and pull of student writing

ABSTRACT A theoretical understanding is offered to help explore how students attempt to reconcile divergent narratives around the purposes of Higher Education in relation to their own writing. Drawing from the twin notions of centripetal and centrifugal forces, the paper discusses the ways that students both follow and resist convention in their own writing, and their reasons for doing so. In revealing the intricate oscillation between restrictive and expansive writing approaches, the research suggests that students ‘tilt’ their writing according to a diverse and broad understanding of higher education learning. Derived from semi-structured interviews with undergraduate students at a pre-1992 university, the research challenges the over-emphasis placed on consumeristic agendas of students and provides insights beneficial for practitioners involved in the supporting and assessing of student writing in Higher Education.

Introduction of mixed forms of education based on the digital and analog kinds integration of the organization of the educational process of universities

The abrupt transition to the distance learning format during the COVID-19 pandemic showed that the legal framework for regulating the introduction of new digital telecommunications technologies is largely lagging behind in educational organizations, and in some areas, in particular, related to the regulation of “remote” labor relations in higher education is completely absent. The lack of proper legal regulation leads not only to labor conflicts, but also to legal proceedings between students and universities. The article presents an incomplete list of documents (without disclosing their contents) that need to be developed or modified. The study proposes a roadmap that takes into account the parallel work with the constant coordination of the contents of the documents between the working groups. The authors conclude that trade union committees, student and teaching communities should take an active part in the development of documentation, since the proposed transformation of the educational process affects all participants of the educational process in universities without exception.

Rethinking student-teacher relationships in higher education: a multidimensional approach

Student-teacher relationships play an important role in both teacher and student experiences in higher education and have been found to be linked to learning, classroom management, and to student absenteeism. Although historically conceptualised in terms of immediacy or distance and measured with reference to behaviours, the growing recognition of the role of emotions and of power—as well as the development of a range of multidimensional models of social relationships—all suggest it is time to re-evaluate how student-teacher relationships are understood. This paper develops a theoretical model of student-teacher affective relationships in higher education based on three dimensions: affection/warmth, attachment/safety, and assertion/power. The three-dimensional model was tested using the Classroom Affective Relationships Inventory (CARI) with data from 851 students. The data supported the use of this multidimensional model for student-teacher relationships with both two- and three-dimensional models of relationships being identified as appropriate. The theoretical development of a multidimensional model and the empirical development of an instrument with which to explore these dimensions has important implications for higher education teachers, administrators and researchers.

Hard of Hearing Adults’ Interpersonal Interactions and Relationships in Daily Life

Globally, there is limited research on how deaf and hard of hearing adults experience higher education and work. The purpose of the present study is to examine hard of hearing (HH) adults’ experiences of social interactions and social relationships in higher education, the workplace and leisure time. Data were obtained from semistructured interviews with 16 individuals (aged 24–31 years) from diverse cultural backgrounds (10 males and 6 females) with severe-to-profound hearing loss. Participants were selected based on previous expressed interest in participating in further studies after having been involved in an earlier study. The interviews were subjected to a qualitative thematic data analysis. According to the results, people with a hearing loss experience communication barrier in higher education, at work and in leisure time. These communication barriers lead to difficulties achieving social inclusion, and in some circumstances to social exclusion. Assistive technology (AT) and information and communication technologies (ICT) were important facilitators of moving from social exclusion towards social inclusion.

Sinergitas Aktor Hubungan Masyarakat Dengan Media Dan Masyarakat Dalam Membangun Citra Institusi Perguruan Tinggi

The purpose of this study was to analyze the synergy of public relations actors with the media and society in building the image of higher education institutions. This type of research is qualitative research, data collection is done by observation and interviews. Finally, the data analysis obtained from the results of interview data processing was carried out. Then analyzed qualitatively. The stages of the analysis are to reduce data, present data, and finally draw conclusions. The findings of this study indicate that in enhancing the image of higher education institutions, public relations actors must synergize with the media and society by sharing information and data as a form of openness. The news about higher education institutions. The media has become an increasingly important stage for the external communication of institutions. Public relations has become a significant and powerful industry. Public relations actors work through the media to disseminate information, persuasion, and opinions to the public. So far, PR actors only build relationships with the media who work in areas that intersect with their work. Thus public relations in higher education are positioned as a liaison for the implementation of good cooperation between a university and the community.

Teaching as Authentic Practice in the Graduate Student Supervisory Relationship

This article is the outcome of a co-inquiry with students where shared interests about student learning, students as partners, and a hermeneutic lens shaped the main research questions: What are graduate students’ experiences of the supervisory relationship and what happens inside the relationship in terms of learning and student success? We conducted 16 in-depth interviews with graduate students across various departments and programs. From these interviews we theorized that it may be more appropriate to speak of graduate supervision as a practice which produces internal and external goods. We found that it may be more appropriate to speak of the pedagogy as mentoring. We believe our research findings extend understanding of the supervisory relationship, contribute to the concept of teaching, and expand the idea of partnership with students in higher education wherever faculty and students find themselves in supervisory relationships. This is relevant to SoTL because it allowed us to think of the nuances in the word teaching and how supervisory relationships in higher education may need to expand the way we talk about teaching and learning in higher education.

MODERN PROBLEMS OF CHANGES MANAGEMENT IN HIGHER EDUCATION IN RUSSIA

The accelerating flow of changes in all spheres of society puts humanity in the face of the problem of determining its place and role in this flow. Should we follow the limits set by the parameters and conditions of the flow, or try to control it? The answer to this by no means idle question should be given first of all by university science – that part of science that produces not only new knowledge, but also the main resource for their practical implementation – competent people. Accordingly, universities should also be in the flow of changes and determine the goals, objectives and content of ongoing changes not only for society, but also for themselves. The basic contours of this personal identity process are already beginning to become clear. There is a consensus that the transformation of higher education should be managed. But many questions, both theoretical and practical, remain open. And the main among them is question of how and by whom this process should be managed. The article deals with the features of the current stage of development of management relations in higher education in Russia. The necessity of transforming university activities is shown. The conditions and approaches to making changes are described. The practical policy of implementing changes is analyzed. Suggestions for its improvement are put forward and justified.

Changes in the territorial distribution of population and job seekers with higher education in Hungary

The study uses different statistical methods to examine the change in the territorial distribution and concentration of the tertiary-educated population and the unemployed between 2001 and 2019. Among the known regional inequality indicators measuring regional disparities, the Dual index and the Hoover index were used. With the help of the location quotient (LQ), the representation of those with higher education in relation to the average was explored and represented at the settlement level. Territorial autocorrelation was performed to more complexly examine the distribution and concentration of tertiary graduates within the population and the unemployed. Spatial neighborhood impact was analyzed using the Global and Local Moran Index. The autocorrelation confirmed regular spatial arrangements in the spatial distribution of tertiary graduates. The study explores whether different weighting of raw data affects the result of autocorrelation, furthermore determines the differences between the location quotient and the GIS representation of Local Moran I.

САСКАТЧЕВАНO-УКРАЇНCЬКІ ВІДНОСИНИ В ОСВІТІ: ІСТОРІЯ, СУЧАСНИЙ СТАН ТА ПЕРСПЕКТИВИ

For the last decade, the internationalization of higher education became a priority for both the Canadian province of Saskatchewan and Ukraine. Having historically strong ties, these two parties attempt to build equally strong educational relations. By analyzing educational partnerships and collaborations between the post-secondary institutions in Saskatchewan and Ukraine, the paper examines the history, nature, and development of the Saskatchewan-Ukraine relationships in higher education. The author analyses the case of the Saskatchewan-Ukraine cooperation in higher education by examining documents related to the Saskatchewan-Ukraine relations, those outlining Canadian federal and provincial policy initiatives, and Ukrainian state legislature. The paper also discusses the Saskatchewan-Ukraine educational cooperation as it is promoted on the websites of the universities involved in such cooperation. The author investigates different internship programs and initiatives between two Saskatchewan universities – the University of Regina and the University of Saskatchewan, and three Ukrainian public universities – Yuriy Fedkovych Chernivtsi National University, Ivano-Frankivsk National Technical University of Oil and Gas, and Ternopil Volodymyr Hnatiuk National Pedagogical University. The document analysis provides information of three major categories: the history of the Saskatchewan-Ukraine relations, the current state of such relationships in education, and the prospects of the Saskatchewan-Ukraine educational cooperation. Regardless of the strong governmental support of the Saskatchewan-Ukraine relationships in education, several challenges to the relationships appear in the light of the current political-economic contexts. The paper discusses these challenges and suggests recommendations for developing further Saskatchewan-Ukraine cooperation in the educational field.

Ensuring the right to education by state university’s funding programs

In the article "Unity of the system of state universities in today’s Russia", published in August 2020, it was proved that the constitutional right to education implies the need to support not only the leading universities of the country with the help of "academic leadership" programs, but all universities established by the state. Firstly, the creation of a university by the state presupposes responsibility on the part of the state as the founder for ensuring the conditions of its activity; secondly, students of all state universities equally have the right to demand from the state the creation of conditions for obtaining high-quality and modern education. In the development of the concept of unity of the higher education system, this article discusses specific practical steps to implement the approaches indicated in the article in terms of the use of public resources. The authors formulated a number of proposals regarding the state policy in the field of science and higher education in relation to the distribution of financial resources and other resources between institutions of higher education, and also proposed specific measures for their implementation, described by examples from practice.