Recognition Of Higher Education Research Articles

The struggle for pedagogical recognition in higher education: short stories of tension and triumph in the professional identity construction of an English for Academic Purposes (EAP) practitioner in Hong Kong

AbstractA considerable body of work now exists on the role that identity plays in understanding teachers and teaching. Developing and sustaining teacher identities in higher education can, however, be challenging given the subordinate positioning of teaching in some educational contexts. Despite the growth of English for Academic Purposes (EAP) programmes in many parts of the world, recent research suggests that EAP practitioners are especially vulnerable to being assigned marginalized identities within the academy. Therefore, this paper reports the results of a study which used a short story approach to investigate the tensions and triumphs one EAP practitioner in Hong Kong experienced in constructing her language teacher identities (LTIs). Findings suggest that her identity tensions and struggles take place across space and time and play out at different scales, including classrooms, educational institutions, and within broader societal discourses. However, the short stories presented in this paper speak not only of tension and struggle, but also of determination and resilience to construct LTIs in the academy. Consequently, the results of this study can help to raise awareness amongst stakeholders, including policy makers, leaders of higher education institutions, and language teaching practitioners, of how they can support and sustain the construction of LTIs within the academy. Implications for professional learning for language teaching practitioners and suggestions for future research are considered.

A Comparative Approach for Facial Expression Recognition in Higher Education Using Hybrid-Deep Learning from Students' Facial Images

A Comparative Approach for Facial Expression Recognition in Higher Education Using Hybrid-Deep Learning from Students' Facial Images

Importance of International Accreditation for Global Recognition for Higher Education

Education is a gate to improving human resource quality in a country. It must be managed to achieve that target including higher education. Higher education that is well-managed can contribute to national development. Higher education should not be afraid of international accreditation or certification, because it can build their reputation and also the students’ reputation. This research aims to explain the importance of international recognition in higher education institutions. This research was conducted by studying literature about external quality assurance related to increasing international recognition in higher education. The advantages of international accreditation are to improve competitiveness. Higher education needs to prepare their institution for international accreditation to get international recognition, improve motivation to create a quality culture, establish the institution or study program, improve competitiveness, and measure organizational performance. International accreditation also being part of the institutional responsibility toward the stakeholder. International accreditation in higher education is a long target for most Indonesian higher education.

Multi-Sectoral Partnership for Waste Management Evaluation and Awards Recognition in Higher Education

Waste management is an important part to achieve green and sustainable campus. This study aims to evaluate waste management implementation in higher education. The methodology used in this study is a cross sectional with a non-probabilistic sampling. Data were collected using a well-structured evaluation instrument through an online focus group discussion, document review and evidence of implementation. The evaluation instrument consists of 10 elements: waste management policy, resource availability, waste segregation, waste collection, temporary waste storage, handling of general and hazardous waste, personal protective equipment (PPE), waste segregation awareness educational program, and evaluation on waste management. There were 15 faculties/schools/program were participated. Data was analysed using univariate analysis, radar plot representation, Box and Whiskers plot analysis. The level of waste management implementation amongst faculties /schools/program was varied between 52% to 98%. Higher education needs to evaluate waste management implementation and established a systematic environmental awareness program to achieve sustainability development goals (SDGs). The mean score ranking from highest to lowest level: personal protective equipment (5.6) to evaluation of waste management implementation (3.2). Indeed, to ensure a comprehensive general waste management, it was suggested that higher education need to build a centralized waste collection facility, a chemical waste treatment and competence personnel for handling laboratory waste.

Living a student-faculty partnership

Student and faculty collaborations are gaining recognition in higher education as an approach to optimise learning and the relationships embedded within education. However, existing hierarchies and power structures in academia often limit the nature of student-faculty partnerships. The student and faculty authors of this paper have an ongoing partnership within a project to address bullying in nursing education. The CRAB project (Cognitive Rehearsal to Address Bullying), is an initiative that is not only relevant for, and partnered with, students, but also initiated by them. The authors of this paper were interested in understanding what determined the success of the partnership. As a group, we reflect on the processes of collaboration, from creating innovative educational resources to co-authoring scholarly publications. Using verbatim quotes from the authors, we also explore the nature of the partnership along with the benefits and challenges from both student and faculty authors’ perspectives.

Нострифікація диплома лікаря як перший крок у визнанні вищої медичної освіти в Чеській Республіці

Стаття присвячена особливостям визнання вищої медичної освіти, отриманої в України, на території Чеської Республіки. Висвітлено порядок підготовки документів та основні юридичні складові успішної нострифікації диплома лікаря, стоматолога чи фармацевта. Отримання документа про нострифікацію дозволяє продовжити процес визнання вищої освіти, щоб у кінцевому результаті одержати можливість працювати лікарем у країнах Європейського Союзу.

How to Increase the Value of Digital Badges for Assessment and Recognition in Higher Education. A University Case

The main goal of this research is to enhance the understanding of quality criteria for DB metadata for assessment and recognition as factors increasing their value in higher education (HE). To attain this goal, a case study approach centered in one HE institution was used, aiming (a) at an analysis of the status quo description of metadata of DBs issued by the HE institution to identify the value of DBs in terms of assessment and recognition procedures, and (b) a list of quality criteria for DB description metadata was proposed on the basis of academic research and on expert interview results. The results of the research demonstrate that in the institution under research, these criteria are not present in most cases of DB descriptions as teachers do not provide them. Distinct assessment and recognition criteria make an important quality factor for the DBs to become valid and valued digital credentials in HE.

Avrupa Yükseköğretim Alanında Tanıma’ya İlişkin Hedefler

The aim of the research is to determine objectives of recognition in the EHEA between 1998-2018 and to reveal aspects open to development. Data of the study was obtained through document analysis of communiques adopted in Ministerial Conferences. Results of the research: adoption of three cycle system; comparable and readable degrees; the use of EAR Manual; mutual recognition are important. Implementation of LRC helps to facilitate recognition of qualifications in higher education. Recently, a Global Convention for recognition of qualifications in HE was adopted. Use of Diploma Supplement; a close cooperation between quality assurance and recognition networks are encouraged. ENIC-NARIC Networks are necessary for fair and efficient recognition. ECTS boosts external recognition. Quality assurance and accreditation are closely associated with recognition. Recognition in higher education and its tools are substantial in terms of increasing mobility, providing transparency, enhancing employability. Automatic recognition; recognition of prior non-formal and informal learning need to be improved in HE systems through revised national legislations.

STATE REGULATION OF HIGHER EDUCATION FUNDING: WORLD EXPERIENCE

Improvement of the quality of higher education depends on many factors, including adequate funding for higher education. At the same time, the low level of higher education quality leads to numerous problems in the labour market, low-level development of human capital and the economy. Thus, the expenditures on financing higher education are investments in the development of the state's human capital, which has a direct influence on its economic growth and sustainable development. The article gives the analysis of approaches to the higher education funding based on the foreign experience study in order to determine the possibilities of adaptation and implementation to Ukrainian education system. The authors chose to analyze the approaches to financing higher education in England, Germany, the Scandinavian countries and the United States. The key models of funding higher education are reviewed, namely the English model as an example of formula funding, the social model of the Scandinavian countries, the American model with a comprehensive financial support system for students and the German model with a dual education system. Countries have different approaches to the organization of financing higher education (for example, funding "by formula" (which also differs in various models), "by results", "money per student", etc.). The common for the countries is the recognition of higher education and HEIs as essential subjects of the socio-economic space, interaction with which contributes to the quality development of society and economic growth of the country. Therefore, the considered models are characterized by a multi-channel system of financing higher education institutions, which includes both funding from the state budget and revenues from private sources, as well as paid services provided by the very universities. There is also a high level of financial support of students through grants, loans, subsidies and more. It is noted that this principle of financing the Higher Education Institutions and, in fact, students as subjects of education is prospective for implementation into higher education funding system of Ukraine.

Influencia supranacional de la UNESCO en la educación superior Latinoamericana

Latin American higher education in recent decades has experienced the main world trends, relative to the massification of student access, insufficient state funding, increase of private institutions in the tertiary education system, as well as a regional debate on its consideration as a good public guaranteed by the State, increasing the relevance of the university mission in solving global needs. Through the comparative method developed through a documentary analysis, the influence in Latin America of the Supranational Policy on social responsibility of UNESCO higher education institutions is analyzed. The results show this influence in the Region, through the Declarations of the UNESCO World Conferences on Higher Education, materialized in the actions developed by the International Institute for Higher Education in Latin America and the Caribbean (IESALC), such as the holding of the Regional Conferences on Higher Education or the creation of the Regional Observatory of Social Responsibility for Latin America and the Caribbean (ORSALC). In addition, there is an academic debate between the concept of university social responsibility, established in the Region since the beginning of the new Millennium, related to managing the impacts of university work on its stakeholders, evolving towards the recognition of higher education as a good public and a human right as an expression of a territorial social responsibility, effectively contributing to the achievement of the 2030 Sustainable Development Goals. It is concluded that the analyzed Supranational Policy must consolidate its influence in the Region in the long term, by implementing some actions key strategies, such as strengthening the Latin American Higher Education Area or research on the contributions that Latin American universities must make to effectively guarantee higher education as a common good in the Region.

Predicting entrepreneurial opportunity recognition in higher education: a case from Iran

PurposeAlthough extensive governmental efforts have taken place to promote entrepreneurship in Iran, based on global entrepreneurship monitor report, the rate of perceived opportunities among young people, especially those with university education, has dropped. Since the perceived entrepreneurial opportunities are the first and most important step in the entrepreneurship process, this study identified the factors affecting the entrepreneurial opportunity recognition in Iranian higher education.Design/methodology/approachThe statistical population included 127 senior undergraduate students in all majors of agriculture at Ilam University. The sample size was determined by using the Krejcie and Morgan’s (1970) sampling table to be 100 senior undergraduate agriculture students at Ilam University, Ilam province, Iran, selected through a stratified random sampling technique.FindingsThe results showed that the perceived entrepreneurial opportunity among students was moderately low. According to structural equation modeling, the alertness, human capital, social capital and environmental support variables had a positive and significant effect on the entrepreneurial opportunity recognition.Research limitations/implicationsRegarding the research implications, the present study, with providing and testing a model for developing the entrepreneurial opportunity recognition among students in a developing country (Iran) with diverse cultures and values, has improved the literature of entrepreneurship in higher education.Practical implicationsBased on results instructors in higher agricultural education can use active teaching and learning methods, such as creating ideas, experiential and service learning, teamwork and practical work, critical thinking and problem-solving in education. Also, financial, technical and consultative support of instructors and managers in agricultural colleges to implement, launch and commercialize agricultural students' entrepreneurial ideas and projects is needed.Originality/valueThe findings indicated the importance of alertness, human capital, social capital and environmental support on the entrepreneurial opportunity recognition among students. Findings showed that ecological approach could be used to develop students' entrepreneurial opportunity recognition.

Taken for Granted: Improving the Culture of Celebration, Appreciation, and Recognition in Higher Education

In ShortMany recent sets of data, including from Gallup and the Higher Education Research Institute, demonstrate that campuses lack a robust climate of recognition, appreciation, and recognition (C...

Writing for professional recognition in higher education: understanding genre and expertise

ABSTRACT This study draws on the theoretical frameworks of genre theory and writing expertise to explore how educators manage and excel in writing for professional recognition. Semi-structured interviews were conducted with four educators from different disciplines in which participants discussed their experiences of preparing and writing for Senior Fellow. Despite the fact that writing for professional recognition can be a contentious genre to manage with its reflective features favouring those from certain disciplinary backgrounds, the participants described positive and affirming experiences. The findings also suggest that educators are strategic in their approach, and that the writing process can have unexpected affordances including a developed knowledge of writing, professional confidence and a sense of empowerment. The findings have implications for developing systems and resources to support educators preparing for fellowship.

Towards Contextualized Islamic Leadership: Paraguiding and the Universities and Muslim Seminaries Project (UMSEP)

The Universities and Muslim Seminaries Project (UMSEP) addresses three key issues in the narrative of Muslim communal identity and religious leadership in Britain today: firstly, the need for the accreditation of Darul Ulooms (Muslim seminaries) and external validation of their programmes; secondly, understanding the career trajectories of Darul Uloom graduates, and exploring good practice; thirdly, understanding emerging leadership models in the British Muslim community. This project is a community-led, positive response to a large Arts and Humanities Research Council (AHRC)-funded research project (Re/presenting Islam on campus) conducted between 2015–2018, which identified discrimination against Muslim staff and students and the politicization of their identity due to counter terror securitisation measures. The community project summarized here in interim form proposes powerful and informed antidotes to discrimination: pathways to mutual recognition in higher education. We used interviews, workshops, and surveys and triangulated our findings to draw our draft conclusions. Firstly, we found enough interest in universities and Darul Ulooms to proceed with accreditation for an Islamic course with the same standing as a degree. Secondly, we identified barriers to career pathways for Muslims. Thirdly, we developed new models of Muslim community leadership, most notably Muslim chaplaincy with spiritual components: a career path with specific significance for Muslim women.

(In)validation and (mis)recognition in higher education: the experiences of students from refugee backgrounds

Students from refugee backgrounds face unique challenges within higher education. This article reports analysis from a systematic review of qualitative research which aimed to explore these students’ experiences. Four databases were searched, inclusion/exclusion criteria applied and the remaining studies subjected to a quality assessment, leaving eight studies. The research adopted meta-ethnography as a method of data synthesis. An overarching theme of invalidation was identified within our synthesis of the research literature. We express this as a line-of-argument synthesis comprising seven metaphors, which aim to illustrate the ways in which refugee-background students’ higher education experiences can be understood as (largely) invalidating. Drawing on a range of literature, we argue that despite education’s potential for being an egalitarian, empowering and validating environment, the experiences documented in the research literature are conceptualised as relationally inegalitarian and an instance of ‘misrecognition’ of a group of students. This misrecognition appears to occur within and across the various micro, meso and macro social systems in which the students are situated. The implications of these findings for education are discussed.

Implementation of the Process of Recognising Education Effects Obtained in Non-Formal and Informal Education Systems in Higher Education Institutions in Poland

The decision of the European Commission obliges all of the EU member states to prepare and implement the process of recognising the effects of education obtained in non-formal and informal systems in higher education. The progress is varied in different countries and Poland is preparing to create the procedures and implement the changes. The knowledge and expectations of the employers regarding this process are the subject of research and are aiming at familiarising the academic environment with the possibility of implementing the effects of education in order to make the studies more practical and prepare the graduates to actively enter the job market. The objective of the paper is to present the results of surveys presenting the knowledge, expectations and areas of industry-academia cooperation in the scope of implementing the process of recognition in higher education in Poland in the Finance and Accounting teaching module. DOI: 10.5901/jesr.2013.v3n7p249

The Value of Teaching

‘All animals are equal but some animals are more equal than others’.George OrwellAs I write this editorial the Reward and Recognition in Higher Education: Institutional policies and their implement...

Transnational education: Current developments and policy implications

Ever since the transnational education trend took off since the 1980s, transnational education has come to bearing political, economic and cultural implications. Different approaches have been formulated to achieve specific policy objectives by both importing and exporting countries. Such approaches demonstrate a four dimensional composition, which includes generating economic revenue, boosting capacity building, developing human resources and promoting international understanding. Transnational education is, to a great extent, economically oriented and has now become dominated by market principles. In addition, it is characterized by its borderless nature and the innovation of delivery models. Alongside the opportunities, transnational education tends to erode national educational sovereignty and threatens cultural security of importing countries, undermines the public nature of education, and challenges the existing institutional arrangements for quality assurance, accreditation and qualification recognition in higher education. With recent global education trends in mind, China urgently needs to adopt adequate measures to ensure a sustainable and healthy development of transnational education.

Effectiveness and Equity: New Challenges for Social Recognition in Higher Education

Effectiveness and Equity: New Challenges for Social Recognition in Higher Education

The need of validation and recognition of learning outcomes acquired non‐formally and informally

PurposeThis paper aims to examine and summarize the findings of a comparative survey carried out to assess how learning outcomes acquired non‐formally or informally are validated and recognized. Owing to limitations of the study, this paper just seeks to consider the challenges that higher education faces, and the new possibilities that might emerge.Design/methodology/approachThe methodology of the study includes critical and systemic analysis of references, also quantitative and qualitative research, which was completed as a three‐stage survey. The following methods were used: analysis of recent legal and political educational documents, structured interviews of experts, and a questionnaire comprising open and closed type questions.FindingsThe EU is committed to the principles of transferable learning but, until the principles and processes of recognition and validation of learning are integrated within national policy, this is unlikely to happen in any meaningful way. The current situation of autonomous HE management militates against consistency and equity of access for students wishing to have learning recognised and accredited.Research limitations/implicationsA total of 55.3 per cent of questionnaires were returned (as 600 questionnaires have been sent out to NGOs in the countries mentioned), so this must be seen as a limitation of the study.Practical implicationsFindings can be used in designing and implementing procedures of validation and recognition in higher education (of learning outcomes acquired non‐formally and informally, e.g. in work place).Originality/valueA targeted study enables one to make an informed comparison of practices (in the field of validation and recognition) among different countries, and to identify elements of the process that are successful in a variety of contexts.