Prospects For Higher Education Research Articles

Juventude rural e ensino superior público

Observa-se que nos últimos anos houve um processo de interiorização do ensino superior no Brasil, advindo principalmente da política pública de reestruturação e expansão das universidades federais, instituída em 2007. No entanto, em que medida esse processo pode ser considerado como de mudanças nas trajetórias de vida de grupos sociais historicamente marginalizados? Para desencadear tal discussão, este artigo analisa as trajetórias escolares de jovens estudantes rurais de um campus universitário público do Nordeste do Brasil. Trata-se de um estudo quantitativo, descritivo, com amostragem aleatória de estudantes dos cursos das áreas de ciências exatas e biológicas, no qual foram utilizados o questionário e o diário de campo como instrumentos de coleta de dados; a estatística descritiva e a análise de conteúdo, como procedimentos de análise desses dados. Os resultados apontaram para um perfil de jovens com idade que varia entre 18 a 33 anos; trajetória escolar de migração para espaços citadinos, como motivação para continuar os estudos devido à precarização da educação nos espaços rurais; e perspectivas de futuro voltadas para o ensino superior objetivando a ascensão financeira para ajudar a família e seus territórios. Portanto, esse estudo sugere que os programas de interiorização e expansão das universidades federais estão sendo um aliado nas trajetórias de mudanças dos jovens e das jovens das áreas rurais.

PROBLEMS AND PROSPECTS FOR HIGHER EDUCATION IN INDIA: STATUS, ISSUES, CHALLENGES AND SUGGESTIONS

PROBLEMS AND PROSPECTS FOR HIGHER EDUCATION IN INDIA: STATUS, ISSUES, CHALLENGES AND SUGGESTIONS

Academic Experiences of Indian International Students in US Higher Education

Globalization and prospects for higher education across borders have led to a significant increase in the number of international students. Although international admissions offices do their best to ensure that international students possess the academic competencies necessary to pursue their education abroad, some students may still experience challenges due to cultural, educational, social, and many other differences between their home countries and education abroad. International students come from different countries and various factors influence their academic experiences. Some of these factors are common to all international students but some are unique to their country of origin. This article focuses on the academic experiences of six Indian international students at a southern higher education institution in the U.S. Data was collected through a demographic survey, focus group sessions and follow up interviews. Themes were constructed through a constant comparative method. Findings highlighted critical thinking, academic code of integrity, in-class participation, student-instructor relationship, English Accent, presentation of the learning material, meeting assignment deadlines, living alone, and approach to education as major areas of concern.

Blended learning: Deficits and prospects in higher education

This article examines the nature and evolution of the term blended learning (BL), which encompasses numerous connotations, including its conception as a strategy, delivery mode, opportunity, educational shift, or pedagogical approach. Although much has been said in this field, very few studies examine the different types of blends behind their implementation. To address this gap in the literature, the article indicates types of blends and analyses the characteristics of BL, its benefits and limitations, supported by a review of literature, and an analysis of a sample of BL cases in higher education language-teaching worldwide. Additional data were also gathered through a questionnaire administered to language department chairs. Data were triangulated and analysed using the grounded theory approach. The article closes with an examination of different levels of blending, the various perspectives within the educational community on its use, and a discussion of its future applicability, especially in higher education.

Towards Building Cloud Education Networks

The article outlines the trends and prospects in higher education happening as a result of internationalization, as well as the possible risks and challenges. The training capabilities of cloud computing are examined. A review has been done of specific cloud services suitable for organizing and conducting educational and administrative activities. Some trends have been outlined, such as the probable consequences of building institutional education clouds and the opportunities for interoperability between them. The opportunities for building cloud education networks and their main characteristics are explored.

Spanish Zimbardo Time Perspective Inventory Construction and Validity among Higher Education Students

Introduction. The study of Time Orientation (TO) has been focused on how to measure this construct and its effects on human behavior. Defined as a fundamental psychological variable, TO is multidimensional, sensible to cultural differences and age. Although its relation to learning, it deserves further study in the different Higher Education (HE) modalities (onsite, blended and online).Method. Exploratory factor analysis (EFA) is used in a sample of 250 HE learners enrolled in online, blended and onsite institutions, to compare the results of the ZTPI in the particular population of HE students in relation with the previous studies in English and those using the ZTPI Spanish release among a general population sample. Also, Confirmatory Factorial Analysis (CFA) is conducted among a different sample (n=316) in order to discuss the external validity of the instrument.Results. The factorial structure study of the ZTPI in Spanish among HE students revealed 5 factors, with a similar item classification of the previous study of the Spanish release and an acceptable internal reliability for each factor. Furthermore, the study of TO in relation to age for students in three different university modalities showed significant differences for past and future orientations and present hedonism when compared with previous research, culturan aspects are discussed. In general, the ZTPI in Spanish is a reliable instrument for measuring the students’ TO, and this psychological trait is significantly related to age and university modality.Discussion. Our results could give a first, indicative direction for helping institutions adapting their offer of online, onsite and blended courses to the different students’ profiles, based on their TO. Moreover, differences shown among contexts could also guide prospective HE students to choose the best fitted HE modality according to their TO.

Schooling in France: From Organizational to Informal Inequality

This article presents a broad historical perspective on inequality in French primary and secondary public schooling (from age 6 to 18), with emphasis on policy debates and institutional consequences of public policy. During the Third and Fourth Republics (1870–1959), schooling was provided in three gender-segregated tracks for different social classes. Under the Fifth Republic (since 1960), educational tracks after age 16 have been coeducational and ostensibly indifferent to social class origin, focusing instead on previous academic achievement and students’ prospects for higher education or for jobs. Recent changes have seen a massive expansion in schooling, and have sought but failed to produce greater social class equality. I argue that recent attempts to mitigate inequality have failed because success in school depends on the cultural and educational background of students’ parents and also because upper- middle-class parents use various means—economic means and ability to capitalize on social connections—to enable their children to go to the best schools.

Dimensions of transformational leadership as revealed from managerial planning prospects in higher education

Dimensions of transformational leadership as revealed from managerial planning prospects in higher education

Why do people accept environmental policies? The prospects of higher education and changes in norms, beliefs and policy preferences

Pressing problems of environmental degradation are typically argued to require coordination, primarily through state intervention. Social scientists are struggling to understand how attitudes toward such state interventions are formed, and several drivers have been suggested, including education. People with university degrees are assumed to have certain values as well as the analytical skills to understand complex issues such as climate change. By using a unique panel data-set with students in different university programs (economics, law and political science), this study provides a better understanding of whether and how education affects environmental policy acceptance. One important finding is that university studies generate variation in support and scepticism toward different types of policy measures. For example, economics students tend to develop more positive attitudes toward market-based policy measures. This indicates a potential for education to increase the societal support often hindering the implementation of such policy tools.

Retrospect and prospect of higher education in Chinese medicine in Hong Kong, China.

Retrospect and prospect of higher education in Chinese medicine in Hong Kong, China.

Making Sense of Fiction: Social and Political Functions of Serialized Fiction in the Daily News (Maeil sinbo) in 1910s Korea

Abstract Modern Korean newspapers played a decisive role in transforming the Korean fiction genre in the early twentieth century―a transformation that was carried out in two distinctively different cultural and political environments. In the 1900s, reform-minded Korean intellectuals translated and authored fictional works in newspapers primarily as a way to instigate Koreans to participate in the nation-building process during the Patriotic Enlightenment movement (Aeguk kyemong undong) period. When Japan annexed Korea in 1910, the Daily News (Maeil sinbo) continually used fiction as a vehicle to deliver the colonial government’s assimilation policy, that is, to raise Korea’s socioeconomic and cultural status, with the aim of civilizing the society. The rhetoric of civilization is a common feature in fictional works produced during the period. However, what characterized the works serialized in Maeil sinbo was their increasing focus on individual desire and domestic affairs, which manifested itself in the form of courtship and familial conflicts. The confrontation between private desire and family relationships in these fictional works represented the prospect of higher education and economic equity while invoking emotional responses to the contradictory social reality of colonial assimilation in the portrayal of domestic issues in fiction. Looking at Maeil sinbo and its serialization of fiction not as a fixed totality of the Japanese imperial force but as a discursive space where contradicting views on civilization were formed, this paper scrutinizes emotional renderings of individuality and domesticity reflected in Maeil sinbo’s serialized fiction in the early 1910s.

Making Sense of Fiction: Social and Political Functions of Serialized Fiction in the Daily News (Maeil sinbo) in 1910s Korea

Modern Korean newspapers played a decisive role in transforming the Korean fiction genre in the early twentieth century―a transformation that was carried out in two distinctively different cultural and political environments. In the 1900s, reform-minded Korean intellectuals translated and authored fictional works in newspapers primarily as a way to instigate Koreans to participate in the nation-building process during the Patriotic Enlightenment movement (Aeguk kyemong undong) period. When Japan annexed Korea in 1910, the Daily News ( Maeil sinbo ) continually used fiction as a vehicle to deliver the colonial government’s assimilation policy, that is, to raise Korea’s socioeconomic and cultural status, with the aim of civilizing the society. The rhetoric of civilization is a common feature in fictional works produced during the period. However, what characterized the works serialized in Maeil sinbo was their increasing focus on individual desire and domestic affairs, which manifested itself in the form of courtship and familial conflicts. The confrontation between private desire and family relationships in these fictional works represented the prospect of higher education and economic equity while invoking emotional responses to the contradictory social reality of colonial assimilation in the portrayal of domestic issues in fiction. Looking at Maeil sinbo and its serialization of fiction not as a fixed totality of the Japanese imperial force but as a discursive space where contradicting views on civilization were formed, this paper scrutinizes emotional renderings of individuality and domesticity reflected in Maeil sinbo ’s serialized fiction in the early 1910s.

Paul Axelrod, Roopa Desai Trilokekar, Theresa Shanahan, and Richard Wellen, eds., Making Policy in Turbulent Times: Challenges and Prospects for Higher Education; Donald Fisher, Kjell Rubenson, Theresa Shanahan, and Claude Trottier, eds., The Development of Postsecondary Education Systems in Canada: A Comparison between British Columbia, Ontario, and Quebec, 1980-2010; Peter MacKinnon, University Leadership and Public Policy in the Twenty-First Century:

Paul Axelrod, Roopa Desai Trilokekar, Theresa Shanahan, and Richard Wellen, eds., Making Policy in Turbulent Times: Challenges and Prospects for Higher Education; Donald Fisher, Kjell Rubenson, Theresa Shanahan, and Claude Trottier, eds., The Development of Postsecondary Education Systems in Canada: A Comparison between British Columbia, Ontario, and Quebec, 1980-2010; Peter MacKinnon, University Leadership and Public Policy in the Twenty-First Century:

The coming of post-institutional higher education

This piece offers two stories and attempts a contrast between them. These are about how UK higher education responded to the economic crisis of the 1970s, and about how it is shaping up in response to the banking crisis of 2008 and its global ramifications. The first is constructed around the rise and fall of ‘public sector higher education’ between the James Report and the Dearing Report of 1997. The second looks at the prospects of higher education’s contributions to a more fluid, flexible and responsive lifelong learning, summed up as ‘post-institutional higher education’.

Высшая школа во Франции: проблемы и тенденции

Considering current problems of the higher education system in France, a number of problems can be identified. On one hand, the traditional high school encourages the intelligence, the elite formation, the deepening of existing social inequalities. On the other hand, the professional training largely focused on the labor market is expected. The contradiction between supply and demand (a demand for young professionals), the lack of opportunities for career growth at home force young Frenchmen to leave the country, which is the major issue in higher education and French society as a whole. At the same time, the educational immigration to France is increasing. The problems of coexistence of different cultures and worldviews in higher education remain actual. Such problems as "difficult" neighborhoods and employment among young people, their professional, cultural orientation, changing attitudes towards the teaching profession are important, too. The article contains the analysis of current trends and prospects of higher education, as well as of the policy being pursued by the government towards the young generation. The estimation of the present state of higher school by well known French sociologists – experts in the field of youth policy (Olivier Galland, François Dubet and others) is presented in the paper. The analogy with problems of the Russian higher education system, in particular higher commercial schools, is noticed. Fighting for youth remains the main theme in modern France. The social climate in the country may be improved by means of the young peoples' “remobilization”, using their dynamism, their knowledge and educational level which is one of the highest in Europe. The creation of prospects for self-realization at home (better conditions for an entrepreneurial activity and a political career etc.) may be considered as an alternative to the departure of young people abroad.

Book review of "Making Policy in Turbulent Times: Challenges and Prospects for Higher Education"

Book review of "Making Policy in Turbulent Times: Challenges and Prospects for Higher Education"

Boosting your higher education prospects

Boosting your higher education prospects

THE PROCESS OF COMPETITIVE INTELLIGENCE IN AN ISOLATED SCHOOL: A STUDY OF SIGNIFICANT CONTRIBUTIONS.

The Competitive intelligence is a process to develop strategies. The paper provides a study of the main contributions of competitive intelligence, such process applied to an institution that operates within the private sector of higher education. The theoretical contributions show aspects that deal with the strategic management of knowledge on prospects for higher education and competitive intelligence. To this end, we developed an academic research, descriptive exploratory, considering the foundation of the case study and the use of the Delphi method in gathering information. The results indicate that the competitive intelligence process enables the strategic thinking and the development of competitiveness, allowing decision making by managers to be oriented to business and institution development.

What the ACT and SAT Mean for Black Students’ Higher Education Prospects <em>(Editor’s Commentary)</em>

Major changes are coming to the SAT. Both the SAT and the ACT are used to influence admissions and placement at colleges and universities in the U.S. In 2016, the SAT will return to a 1600-point scale from 2400, eliminate antiquated vocabulary words and assess students' understanding of context rather than rote memorization. The essay section will also be optional. In addition, the test will no longer penalize students for wrong answers, and the readingcomprehension section will incorporate subjects that students typically learn in high school and middle school (College Board, 2014).Throughout the history of the SAT and ACT, Black students' average scores have been the lowest among all racial groups. Currently, the national average for Black students on the ACT is 17 (ACT, 2012), compared with 22 for White students, and the national average for Black students on the SAT is 860 (Jaschik, 2013), compared with 1061 for White students. Black students' scores on the SAT and ACT have been relatively flat for the last 20 years, although significant gains have been made in Black students' graduation rates and college-degree attainment.The disparity in those numbers raises questions about the significance of the SAT in predicting long-term college success for African Americans-or any student, for that matter. Reasons for lower standardized test scores among Black students have been debated in the academic literature as well as in public discourse. Some question the validity and reliability of the tests, while others assert that the systemic impact of racial oppression and poverty diminishes Black students' performance on the tests.Other more extreme explanations purport that Black students' performance is diminished because of natural cognitive deficits or corrupted cultural values. However, as Black families and the Black community have sought to reconcile low test scores, test manufacturers have been grappling with research suggesting that the ACT and SAT do predict college success.The National Association for College Admission Counseling (NACAC) recently released research (Hiss & Franks, 2014) that revealed no significant differences in cumulative GPA or graduation rates between students who submit test scores for college admission and those who opt out of using scores for admission. In addition, the study found that high school GPAs correlated highly with college GPAs, regardless of SAT or ACT scores. In other words, students with low high school GPAs and high SAT or ACT scores generally performed poorly in college, and students with strong high school GPAs and low SAT or ACT scores generally performed well in college. The total sample of the study was almost 123,000 students across 33 diverse institutions.Some of the proposed changes to the SAT are aimed at addressing a known achievement gap that could be a proxy for race or socioeconomic status-the gap between students who participate in test prep and those who don't. Currently, test-preparation materials began at $25, and test-preparation courses and tutoring cost up to $6,600. More-affluent families spend more money to train their children to take the test, which often involves skills that have little to do with crystallizing the knowledge they should have gained in high school. The significant gains in SAT and ACT scores achieved by the students, who participate in the more expensive test programs as reported by the test-prep companies, call into question the integrity of the tests.Whether changes to the SAT will make scores more predictive of college performance and reduce affluent families' ability to game the test will be known until years after changes are implemented. However, the proposed changes will do little to mitigate the widespread use and misuse of the SAT or ACT as an admissions criterion. NACAC's Statement of Principles of Good Practice (NACAC, 2013) explicitly states that universities should not use minimum test scores as the sole criterion for admission, advising or for the awarding of financial aid. …

The challenges and prospects for higher education in the context of global change

The future challenges and prospects for institutions of higher education are explored in this paper in the context of a rapidly changing external environment arising from seismic shifts in the global socio-economic, political and technological arenas. The implications of these paradigm shifts for higher education in both developed and developing markets are considered and a number of key questions are raised concerning the strategic options and positioning of institutions. In particular, the paper asks institutions to critically consider how the changing global environment will affect them. What are the risks they face in terms of new emerging competitors and student recruitment? What are the challenges and prospects for higher education in the developed, emerging and developing markets? What will be the most significant paradigm shifts in the global education marketplace over the next decade and beyond? The aim of the paper is to provide a platform for critical debate and to serve as a basis for the development of appropriate and effective strategies for the diverse and rapidly expanding range of players in the global higher education sector.