Structure Of Higher Education Research Articles

The tyranny of meritocracy and elite higher education

In The Tyranny of Merit, Michael Sandel argues that the American society is not meritocratic, that belief that it is causes various social harms, and that some of those harms –in particular, the costs to social solidarity – would be caused even if society actually were meritocratic. He also explores the way that the structure of higher education is implicated in the ‘ethos’ of meritocracy. This article explores just how the ethos of meritocracy might undermine solidarity, argues that the structural changes needed to achieve actual meritocracy would be benign, even though meritocracy itself is not very valuable, and identifies ways in which changes to the structure of public funding for higher education may inadvertently have undermined solidarity.

Conceptualizing a Proposed Model for Re-Orienting Career Centers for Immigrant College Students

Immigrant college students often encounter daunting tasks and obstacles when exploring career paths, seeking employment and experiential learning opportunities aligned with their interests within the dominant US higher education structure. Considering that there is a career services and development literature gap on immigrant students (who comprise a large swath of the college-going population), it is critical to develop meaningful frameworks that support research and practice in this emerging, needed space. This conceptual paper bridges a critical theory of love with funds of knowledge to re-orient the ways in which immigrant students are served at college career centers. Four guiding principles (rooted in the frameworks) are outlined that can support a more collaborative and inclusive experience for immigrant students toward gaining meaningful support at college career centers.

‘It’s Backdoor Accessibility’: Disabled Students’ Navigation of University Campus

Abstract This article shares disabled students’ experiences of ableism, discrimination, and exclusion while navigating university life. Drawing upon these experiences, we argue that many of the ordinary systems and assumptions that govern university life often materialise as barriers for disabled students. Introducing the concept of ‘backdoor accessibility,’ this paper examines exclusionary practices and systemic ableism to propose that disabled students are routinely offered a lesser quality service that is argued to be ‘better than nothing.’ In order to navigate these barriers, many students reported the additional expenditure of time, resources and energy. In this article, we explore these barriers and strategies within the framework of affect theory and pay attention to the diverse ways that university life can limit or enhance the affective possibility of disabled students. In conclusion, this article makes some recommendations as suggested by disabled students as potential avenues to overcome disabling structures in higher education.

Turning the Pages of History

The article highlights the experience of the first years of the creation of Soviet science in the conditions of revolutionary upheavals and Russian civil war. It is noted that, despite the difficult internal and international situation of Soviet Russia, in the early 1920s 33 new research institutes were already operating, including those that would become the glory of Russian science in the future - the Institute of Brain and Mental Activity, the Institute of Experimental Biology, the Institute for the Study of the North. Along with laying the foundations for Soviet science, there was an intensive formation of a new - Soviet - scientific and technical intelligentsia, which was achieved through a radical change in the structure of higher education, the classand national composition of students, training personnel for work in various sectors of the national economy, science, culture. It is with the activity of Soviet scientists that the creation of such branches of the national economy that ensured the autonomy and independence of the USSR economy from world capitalism is connected: mechanical engineering and machine tool building, aircraft building. The most direct participation of scientists was manifested in the creation of a metallurgical complex in the Urals (Magnitogorsk), the coal mining industry (Kuzbass), in the creation of automobile factories in Moscow and Nizhny Novgorod, tractorfactories in Stalingrad, Chelyabinsk, and Minsk. Thus, the Soviet experience of creating a scientific and technological sphere in the most difficult conditions of the revolutionary crisis and civil war turned out to be successful. It was precisely the understanding of the role and significance of science for solving current and especially promising tasks that became one of the foundations for the victory of the socialist transformation of the country.

МІЖНАРОДНІ ПРОЦЕСИ ІНТЕГРАЦІЇ ОСВІТИ І НАУКИ З ПІДПРИЄМНИЦЬКОЮ ДІЯЛЬНІСТЮ

The article reveals the current trends of innovative development of universities, features of integration in the system "education - science - production - business", considers the formation of innovative organizational structures in higher education. It is substantiated that building a modern competitive economy in Ukraine on the basis of innovation is possible only with the functioning of a full-fledged infrastructure, which should include institutes, universities, technology and science parks, innovation centers, business incubators, technology transfer centers, investment and venture funds, etc. Such structures most effectively ensure the integration of education, science and industry, promote the rapid implementation of advanced discoveries and scientific developments. The integration of science with entrepreneurship ensures the passage of the innovation cycle: a new idea – a prototype - patenting - implementation in production. The analyzed experience of developed countries shows that international processes of integration of education and science with entrepreneurship are very relevant, the dominant role in creating innovative structures belongs to leading research universities, where along with training highly qualified personnel research and innovation are implemented. Analysis of the existing infrastructure of innovation activity in Ukraine on the basis of higher education institutions shows imperfection, if not a practical lack of commercialization of knowledge and technology. This necessitates the formation of an appropriate part of the innovation infrastructure in the university. It is determined that the strategic goal of formation and functioning of technology transfer centers in Ukrainian universities, institutes and research institutions is to create a permanent system of commercial use of science-intensive products - objects of intellectual property as a result of research work of the university in domestic and foreign markets. mutual relations of universities with industry and regions, modern information technologies. To achieve this goal, university technology transfer units need to solve a number of tasks: first, to provide a systematic approach to the analysis of scientific potential of the university, expert analysis of all outstanding publications and R & D contracts "to order"; secondly, to create a bank of current developments; third, to promote the development of the infrastructure of small research and innovation firms; to organize monitoring of inquiries of enterprises, branches concerning science-intensive products; to form innovation-oriented topics of research and development in accordance with the requests ("feedback" with consumers), etc. In addition, the need to spread the practice of CTT on the basis of research universities requires further legislative support for the interaction of innovation actors, government support and encouragement to involve its participants in cooperation, creating mechanisms to intensify innovation companies and private capital.

STRUCTURING OF PEDAGOGICAL KNOWLEDGE IN PROCESSES OF TRAINING FUTURE TEACHERS

The article covers the issues of correlation between informative and procedural components of pedagogical knowledge in the structure of higher education; its fundamental nature and professional orientation of pedagogical discipline curriculum, modul structures of academic studies and various approaches to future teachers training.

The Impact of the Changing Gender Structure of Higher Education on the Cultivation of Talents in China’s Universities

The Impact of the Changing Gender Structure of Higher Education on the Cultivation of Talents in China’s Universities

Method as Practice

Given the diversity of objects and objectives of research in the field and recent debates about method, there should be a more robust conversation about the concrete practices of analysis and interpretation that are pursued in American studies in Germany and beyond. This forum brings together ten scholars who tackle the question of what exactly it is that we do when we engage in reading, analysis, and interpretation. On the one hand, the participants of this forum question core assumptions behind the methods of literary inquiry as it is often taught. The result is a renewed awareness of their own positionality as academic participants in larger fields of cultural interaction. On the other hand, each statement proposes new ways to conceptualize interpretation, affirming the role the situatedness of researchers plays in the production of scholarship. Several contributions strongly reaffirm or challenge past methods, while others place the methodological question in the context of neoliberal structures in higher education. Still others propose ways to move forward that combine existing approaches and add new means of engagement with cultural texts. In different registers, these statements help chart the affordances of critical inquiry and depart from an understanding of interpretation as objective, repeatable, and disembodied.

Information Literacy, Diversity, and One-Shot “Pedagogies of the Practical”

This essay examines the information literacy one-shot in conjunction with similar one-off training approaches often found in diversity education. Through this lens, we interrogate the ways that superficial approaches to complex issues such as mis- or disinformation and racism inhibit the kinds of engagement and (un)learning that transformative pedagogy requires as well as the structural conditions that give rise to such approaches. We find that information literacy and diversity one-shots emerged within the neoliberal turn in higher education and share a common philosophical foundation in liberalism and a belief that educated publics will come to consensus in the interest of the social good; they are based in narratives of individual deficiency, empowerment, and self-work. They are “pedagogies of the practical,” practices that ultimately fail to challenge white supremacist structures in higher education. Because education is about affect, emotion, and beliefs as well as knowledge, transactional one-shots can never truly be transformational or liberatory. We conclude by considering the role of affect in teaching and learning, and how “pedagogies of emotion” might help us to better address power and race in the information literacy classroom.

Intrapreneurship in Higher Education: The Digital Learning Challenge

ABSTRACT Digital learning is challenging traditional higher education structures by enabling new strategic directions and entrepreneurial stimuli. The paper adopts the definition of intrapreneurship as the entrepreneurial orientation within existing organisations and explores that concept in the context of digital learning, focusing on Massive Open Online Courses (MOOCs). The three stages of intrapreneurship – formulation, deployment and evaluation – were explored through a multiple case study, alongside the duality between individual freedoms and organisational goals and constraints. Detailed results show the interaction and conflicts arising during the three stages of intrapreneurship, providing a framework of reference. The paper offers management and policy implications in the designing and monitoring of these organisational processes.

CHURCH’S RESPONSE AS NOSTRUM TO THE CHALLENGES OF STUDENT ACTIVISM MOVEMENT IN NIGERIAN HIGHER INSTITUTION OF LEARNING

Students’ populace serves as a key stakeholder in education which cannot be disregarded in decision making. Also, education impacts students with knowledge, skills and empowerment to be active in developing the society, part of the educational structure in higher education is student activism movement. Students Activism movement in higher institution of learning performs these activities to the student’s populace and the society - Student Welfare, Academic development, Social Activities, Community Service, Infrastructural Development and others. Moreover, the benefits students derive in this movement are – Confidence booster, enables the student to get involved in reformation, building new connections, discovery of hidden talents and developing ability to move out of comfort zone. However, the movement is faced with diverse challenges that combat its original intention. Such challenges are – Cultism, Examination malpractice, Indiscipline, Insecurity, Frequent harassment and others. Furthermore, nostrum to the challenges of this movement is the intervention of the faith-based organization like the Church. The church is therefore, saddled with the responsibilities of constant enlightenment to the prospective students on the activity of the movement. The writer thus recommends the following to combat the challenges of student activism movement in the Nigerian higher Institution of learning - Student Activism movement should return to its original purpose of existence as enumerated by its founder, government should create enabling school climate for the students of higher institutions in Nigeria, the church should give proper enlightenment to the prospective students on the activities of student in the higher institution of learning. KEYWORDS: Student Activism, Church, Education.

Achievements and Problems of Modernization of Higher Education in Ukraine

The article considers the state of implementation of the provisions of the Law of Ukraine «On Higher Education», focused on the modernization of domestic education, assesses the European integration orientation of the implemented measures and tools used. The presented material is based on the results of applied research «Study of modernization of the structure and content of higher education in the context of the implementation of the Law of Ukraine On Higher Education», which is performed at SSI «Institute of Education Content Modernization» during 2016-2021. In the course of the work all components of the higher education system were comprehensively studied: quantitative and qualitative indicators of the network of educational institutions and contingents of participants in the educational process, the structure of higher education and modernization of the methodology of education content (introduction of modern level and degrees; list of specialties, introduction of new standards and education programs). The level of updating the National Qualifications Framework and bringing it in line with the Qualifications Framework of the European Higher Education Area has been assessed.
 The process of solving a key educational problem - the creation of a transparent and effective system of quality assurance in higher education, including the National Agency for Quality Assurance in Higher Education is studied. It is established that the NAQA, as a new governing body in the field of higher education, plays a significant role in creating a quality system, ensuring its effectiveness, promotes the development of the market of quality educational services, the introduction of a mechanism of healthy competition in higher education.

Information Technologies, Reading, and the Future of Higher Education

The article addresses the challenge for universities and colleges to prepare students for the world they inhabit through relevant course offerings and new approaches to teaching. Unfortunately, these structures of higher education still resemble chapels, where the professor is ‘priest,’ and with a pedagogy that is informed by monologue, methodological nationalism, and a general lack of awareness of the rapidly changing social and physical world around us. Starting with the Gutenberg revolution, and following the ideas of Marshall McLuhan, Sven Birkerts and Joseph Brodsky,the article approaches the consequences of the new information technologies that are profoundly rewiring our minds and replacing our ability to think critically. The author asks: what might education look like today? How might we challenge young people to learn how to think? The first task appears to critique and transform the political architecture of classrooms and the teacher centeredness of pedagogical activity, replacing monologue with dialogue. Students need to be shown how to critically distance themselves from the seductions of information technologies, and educational institutions should return to requiring deep reading and discussion of extended narratives.

Differentiation for Equity

Dosch and Zidon (2014) highlight the negative impact of traditional pedagogical approaches on student learning by examining the power of practices and rhetoric that blame students for academic failure and ultimately reproduce traditional power structures in higher education. As diversity in higher education increases, the use of traditional teaching approaches that encompass one-size-fits-all, teacher-centered approaches must be reconsidered to ensure equity-based practices to support differentiation in the classroom. When considering differentiation as a means to disrupt traditional forms of pedagogy in higher education, however, research is often limited in its ability to provide practical strategies that are relative to the college setting (Weingarten & Deller, 2011). As such, this article provides a review of differentiation in education and outlines applied examples of differentiation that can be used in college classrooms to promote equity.

Following rhythms and changing pace–Students’ strategies in relation to time in higher education

ABSTRACT Studies of time and higher education emphasize how macro-level changes influence everyday university practices and how time is experienced and perceived in various ways. This paper adds to these studies by looking at time as infrastructure. We explore how students relate to time and unpack the challenges caused by the temporal structure of higher education. The analysis presents material from ethnographic fieldwork carried out with students following three Bachelor’s programmes. Treating time as infrastructure directs attention to the ways in which temporal structures serve to both enable and constrain practices. We found that the students related to several temporal horizons and that these required different paces, so that the horizons sometimes clashed. However, students also adopted strategies disrupting the pace and direction of the scheduled time, using cracks and openings in the temporal infrastructure to create time for immersion and reflection.

Academic research evaluation in artistic disciplines: the case of Poland

This study focuses on the evaluation of artistic disciplines (visual and performing arts) within performance-based university research funding systems. It offers an analysis of the Polish academic research evaluation system and investigates its effects on the scholarly productivity of artists-academics. Poland has adopted a performance-based research funding system that includes evaluation of artistic productions (without considering them as ‘research’) and developed a comprehensive quantification of artistic achievements. We analyse data from the Polish Current Research Information System on 136,894 outputs submitted by 93 art faculties for two evaluation exercises (in 2013 and 2017). Our findings demonstrate a change in scholarly productivity of artists-academics towards publication practices characteristic for science-oriented disciplines. We also find that art departments located in universities exhibit a greater tendency for changing publication practices than departments located in independent art schools. The findings from this study demonstrate that both: (1) the designs of national research evaluation systems and (2) the structures of higher education may influence scholarly outcomes in practice-based disciplines.

Vulnerability theory and higher education

ABSTRACT Vulnerability theory stresses the role of an active state that is responsive to our common human needs: health, safety, sustenance, shelter, education, and fulfilling work. This article studies institutions of higher education in the US and UK through the lens of vulnerability theory, examining the role of the state to serve the public interest through its colleges and universities. The history of higher education in the US and UK, particularly in the 1950s and 1960s, reveals advances in the development of institutions with a public mission committed to broad student access, strong faculty employment rights, and the public domain of research and knowledge. Since the 1980s, however, the imposition of state neoliberal policy has undermined the public mission of higher education through cuts in public funding, rising tuition and student debt, contingent faculty employment, and commercialization of academic research. Such changes have weakened the institutional structure of higher education, leaving universities ill-equipped to resist the most recent political and ideological attacks on intellectuals and progressive social movements that are nurtured in higher education institutions. At the same time, organising by faculty and student unions and professional organisations presents the potential for collective action as a form of resilience, resistance, and social change

MANAGING CHANGE IN A COMPLEX, COMPETITIVE, CHANGING HIGHER EDUCATION ENVIRONMENT IN SOUTH AFRICA

Ponte Academic JournalJun 2021, Volume 77, Issue 6 MANAGING CHANGE IN A COMPLEX, COMPETITIVE, CHANGING HIGHER EDUCATION ENVIRONMENT IN SOUTH AFRICA Author(s): Jeremiah MadzimureJ. Ponte - Jun 2021 - Volume 77 - Issue 6 doi: 10.21506/j.ponte.2021.6.7 Abstract:It is evident that, managing change in a complex, competitive, changing higher education environment in South Africa requires skilled leadership and management. For that reason, the purpose of this article is to evaluate how the change within the university would be managed. Increasing participation of management and students’ structures in higher education is a critical strategy for managing change in a complex and competitive higher education environment. South African higher education institutions are facing the on-going challenges of change to equitability society. This article clarified that, the changing nature of the academic workplace needs human resource managers, specialists, and academics to move their attention. Unwarrantable work and demographic changes are the two relevant concepts which will affect the future of work. As institutes remain to seek liveliness to uphold the university’s competitive gain and managements document rules to agree to liveliness through modifications in employment regulations, it will meaningfully escalate dangerous employment. Download full text:Check if you have access through your login credentials or your institution Username Password

ПРОБЛЕМНОЕ ПОЛЕ ИННОВАЦИОННОГО ОБРАЗОВАНИЯ

A problem of the dual role of information technologies’ introduction to the educational process and its institutionalization in the higher education system are analyzed in the article. From sociological perspective the authors distinguish the factors of the influence of globalization and commercialization on structure of higher education, as well as to its implementation approaches. Such crucial social problems as social inequality and "digital divide", "managerialism" of the university structure with lack of creative selforganization, and the strengthening of ethical concerns of academic integrity standards in education are highlighted.

Comparative analysis of systems of higher education management in Greece and Italy

The article touches upon in details and presents the governing bodies of the higher education systems in Greece and Italy, emphasizes the similarities and differences in the education process in the universities of the above-mentioned countries. It mentions their management pecularities, as well as reveals the importance and role of higher education in the progressive development of each of these countries. At the same time, this article covers favorable conditions for the productive conduct of the education process in universities and the correct approach to solving various issues regarding higher education in Greece and Italy. Key words: University; higher education system; management; assessment system; admission; academic freedom; structure of higher education, educational degrees.