Higher Education Studies

In this article, we argue that there is an urgent need to align internationalisation and university social responsibility agendas through the construct of Internationalisation of Higher Education for Society. The service or “third mission” of higher education institutions - to contribute to the social, economic, and cultural development of communities - has long been a core function of universities alongside teaching and research. However, the service mission is often disconnected from the internationalisation agenda. Service to society is rarely the focus of internationalisation strategies, and third mission strategies are predominantly domestically oriented. We consider how universities might, in today’s fractured and fragile world, amplify their contributions to society and the global common good by strategically enacting their global social responsibility through internationalisation. Related concepts of relevance are discussed, and we conclude with recommendations for leaders, ...

This Impact Report identifies and summarises the diverse impacts, resulting from the £500m of UK funding of Science and Technology in 2013, using numerous quantitative metrics and short case study extracts.  It shows how the varied impacts of a national science and technology organization and its many funded programmes can be annually identified, captured, tracked, and summarised in a public document.

The report was produced for, and by, the Science and Technology Facilities Council (STFC) -  the UK Research Council responsible for funding: (1) all UK astronomy, particle and nuclear physics research, (2) related UK science and technology facilities (e.g. as Harwell and Daresbury), (3) the UK contribution to international science (e.g. CERN, international telescopes and space missions), (4) innovation and business spin-off programmes, and (5) UK public engagement activities.

The Report was co-researched and co-authored by the STFC Impact Team, including myself while Impact Evaluation Manager in 2013, with Dr. Claire Dougan-McCallie (lead author/Head of Impact) and Jenny Beard, with additional input from senior managers, and many data and case study contributions from other key managers across STFC.

Varied key impacts are identified and reported including:

• Research amongst the best (by citation impact) in astronomy, nuclear and particle physics.
• Supported research of 226 Principal Investigators in 70 universities, led to 1,100 peer-reviewed papers in 2012.
• Facilities (the Diamond Light Source, ISIS and CLF) were used in 2012/13 by over 4,200 unique users , in over 2,400 experiments, producing over 1,000 papers in peer-reviewed journals.

• Technology from CERN benefited the UK economy by over £100 billion every year.
• Funding the development of the UK’s space, internet and computer animation industries, returned over £500 billion to the UK economy per annum.
• Funded Innovation Campuses hosted over 230 enterprises and supported over 5,000 jobs.
• UK industry won £43 million in contracts from the international subscriptions funded, and had accumulated a total of £150 million since 2005.

• Funded research inspired future generations to study STEM subjects, attracting 90% of UK undergraduates to study physics, funded 782 PhD students  and 16,800 student training days.
• Between 2009 to 2012 public engagement programmes engaged people on 58 million occasions, with 2 million people engaged in face-to-face activities in 2013 alone.

This descriptive article explores the uses of poetry and journaling exercises as means of helping students develop their self-reflective capacities within the context of international social work. First, self-reflection and its importance to social work practice and education is discussed. Second, the importance of self-reflection in international and cross-cultural work is highlighted. Third, the application of poetry and other journal writing exercises as a means of facilitating self-reflection is explored. Poems written in response to structured exercises by students who took part in an international experience in social work education in Leon, Nicaragua, are presented as examples. The exercises presented can be used by educators in various helping professions who seek to help their students expand their self-reflective skills and engage in cross-cultural and international practice.

IUPAC nomenclature of lower alkanes (1C to 10C) is quite common and digestible. But students face problems remembering and predict IUPAC word-root during IUPAC nomenclature of higher alkanes (C >11). Here in this innovative article, I have tried to focus IUPAC nomenclature of higher alkanes (11C to 90C) through the prediction of IUPAC word root by using innovative mnemonics to make the concept unambiguous, simpler, time economic, and interesting.

ABSTRACT Peer-assisted study session (PASS) programs have been shown to positively affect students' grades in a majority of studies. This study extends that analysis in two ways: controlling for ability and other factors, with focus on international students, and by presenting results for PASS in business statistics. Ordinary least squares, random effects and quantile regression models have been used to model data from first-year business statistics students. The findings indicate that the impact of PASS has remained highly significant in both years for both local and international students but is more pronounced for international students. We also find that lower-achieving students derive a higher marginal benefit from attending PASS than higher-achieving students using quantile regression. These findings are significant for institutions implementing similar programs as well as institutional efforts to enhance student performance and improve student retention, or specifically to support international students more effectively.

By applying New Regionalism Approach, this paper delves into a rather unexplored area of regionalism (higher education) in a less investigated region (Southeast Asia) and state (Philippines). It treads through a relatively recent terrain of bridge-building between higher education and regionalism. Through in-depth interviews and document analysis, the exploratory study investigates how ASEAN regionalism has influenced the cross-border research of a Philippine university. Examining cross-border research sheds light on the dynamics of ASEAN regionalism as research is considered crucial to the formation of a knowledge society, which, in turn, serves as a potent tool to pursue regional and national objectives. The findings of this study demonstrate that the ASEAN higher education regionalism offers vital mechanisms to enhance the university’s research performance and its overall competitiveness in an era of globalisation. However, in spite of these advantages, there are ideational, political and material challenges that pose limits to this potential. This paper argues that cross-border research has not yet been robustly activated as a mechanism for regional and national pursuits, and that the points of collaborations and contestations are still to be addressed adequately to maximise the promises and mitigate the perils of ASEAN higher education regionalism.

This study aims to fill an empirical void in our understanding of how doctoral students, both domestic and international, cope with loneliness and isolation, and what types of tactics they use during different phases of their doctoral studies to overcome such issues.  Data gathered through a netnographic study show that loneliness is a major problem for both domestic and international students and that it occurs at different stages of the doctoral study. Tactics used by participants to deal with this issue include multiple forms of (face to face and online) social interaction, professional development and escape from the doctorate. The paper discusses avenues for further research alongside some practical recommendations that might be implemented at universities to decrease feelings of isolation among students and further reduce drop-out rates.

Volume Fourteen | Winter 19 This paper argues for organic initiatives that supplement the assessment work already being done, by blooming naturally from faculty and staff ’s expertise while also pollinating each dimension of assessment with cultural responsiveness. The theoretical framework draws from two leading paradigms— Culturally Responsive Assessment and Assessment 2.0. The Grounded Theory methodology uses Universal Design for Learning (UDL) guidelines to analyze (a) course-level assessment reports, (b) campus-wide activity on student engagement, and (c) campus-wide discussions around assessment, including gains and gaps in student learning. The study finds that assessment data emerge spontaneously across numerous spaces on campus, can be collected in flexible manners, and can be analyzed through an equity lens in order to support a diverse student population. Through this fresh approach findings show that faculty members are implementing inclusive practices in their instructi...

Toplumsal etkileşimin olduğu her yerde, anlaşmazlıkların olması doğal ve kaçınılmazdır. Kişiler, gruplar ve toplumlar arası anlaşmazlıklar; doğru bir biçimde yönetildiğinde gelişimin, ilerlemenin, dönüşümün, barışın ve bütünleşmenin hem enerji kaynağı hem de motoru olabilmektir. Ancak, anlaşmazlıklar yanlış ve yıkıcı yaklaşımlarla yönetildiğinde ise; yıkımın, şiddetin, zulmün ve acının kaynağına dönüşmektedir.

Anlaşmazlıkları ortadan kaldırma, farklılığı ortadan kaldırmaktadır. Doğa ve insanlık, farklılığı ve çoklığı kabul etmeyi ve anlamayı gerektirir. Farklılığı ortadan  kaldırmaya çalışmak yerine; onu anlamaya ve nasıl yöneteceğimizi keşfetmeye başladığımızda, yolumuz anlaşmazlıklarımızı nasıl yöneteceğimizden geçmektedir. Anlaşmazlıkları nasıl yöneteceğimiz üzerine odaklandığımızda, karşımıza en temel yaklaşım ve paradigma olan "dönüşümsel arabuluculuk" çıkmaktadır.Dönüşümsel arabuluculuğun alanyazına en önemli katkısı, anlaşmazlık çözüm sürecinin toplumsal değerlerden ve kültürden bağımsız olmadığı,ideolojimizin ve inanç tarzımızın anlaşmazlıklara ilişkin değerlendirmelerimizi, tutumlarımızı ve anlaşmazlıklarımızı ele alış tarzımızı etkilediği düşüncesidir. Yine, dönüşümsel arabuluculuğun en ayırt edici özelliği, anlaşmazlıkları yönetim sürecinin, kişileri dönüştürebileceğine, geliştirebileceğine ve güçlendirebileceğine yönelik yapıcı ve olumlu duruşudur.

Bush ve P. Folger tarafından geliştirilen "dönüşümsel arabuluculuk modeli" ülkemizde, her sene mahkemelere taşınan yüz binlerce anlaşmazlığı, çekişmeyi ve ayrışmayı yüz yüze müzakere ederek yapıcı ve barışçıl olarak çözme kapasitesini güçlendirmek için bir fırsat ve araç olacaktır. Cezalandırıcı adalet anlayışından, onarıcı adalet anlayışına dönme çabalarına ışık tutacaktır.

Bu eser,içerdiği alternatif paradigma çerçevesinde hukuk sistemimize yeni giren arabuluculuk modelinin doğru ve amacına uygun kullanılması için de referans olacak anlamlı ve önemli bir eserdir. Buna ek olarak, anlaşmazlık çözümü üzerine çalışan hukukçulara, psikologlara, psikolojik danışmanlara, eğitimcilere, psikiyatristlere ve sosyal çalışmacılara hem kurumsal anlamda hem de somut anlaşmazlıkların ve çatışmaların yapıcı ve barışcıl yönetimi konusunda yol gösterecek temel bir başvuru kaynağı olacaktır.

A partir del hecho innegable de que toda institución educativa es una construcción social generada por la acción colectiva de diversos agentes interrelacionados entre sí, los cuales intervienen en su estructuración y desarrollo, en el texto se analiza la participación del personal académico en la configuración y reconfiguración de la estructura y dinámica de la Universidad Nacional Autónoma de México -institución clave en la vida nacional- a lo largo de su historia y, particularmente, su intervención en la regulación del trabajo académico.
Dicho análisis se centra en dos formas estructuradas de participación: el desarrollo institucionalizado de su propio trabajo académico dentro de una estructura académico-laboral determinada (o división del trabajo) y su injerencia política en la estructura de toma de decisiones institucionales (los “órganos de gobierno”), bajo condiciones socio-históricas nacionales cambiantes, en el transcurso de todo un siglo (1910-2010).
Desde la perspectiva sociológica de Pierre Bourdieu, el análisis de la participación académica en la conformación, reproducción y/o transformación del orden legítimo instaurado en el campo universitario, permite identificar la existencia de dos sub-órdenes articulados entre sí, pero cada uno con su propia lógica y estructura, el orden académico político y el orden académico-laboral, en torno a los cuales se da una lucha recurrente por su re-definición entre distintas fuerzas académicas, las cuales tienden cíclicamente a tomar determinadas posiciones dentro de la UNAM: el polo de la defensa de la autonomía real, de la democracia universitaria participativa y de la transformación del orden universitario (los heterodoxos); el polo de la heteronomía ocultada por un discurso ‘liberal-autonómico’ asociado a la defensa del orden universitario y de una estructura de poder burocrático-autoritaria, articulada con una estructura de toma de decisiones democrático-representativa subordinada al poder burocrático (democracia burocratizada) (los ortodoxos); y el polo de la indiferencia multiforme y el escepticismo (que puede contribuir con su inacción al orden o a su transformación) (los indolentes).

Tüm yaşamımız duygu ve düşüncelerimiz tarafından yönetilmektedir. Çoğumuz ağırlıkla gerçeğin farkına varmadan yaşadığımızdan düşünce becerilerimizi geliştirmeyi önemsemeyiz. Ancak düşünme, eğitim, psikoloji ve daha birçok alandaki bilim insanının üzerinde çalıştığı ve geliştirmeyi hedefledikleri beceriler arasındandır. Düşünme türleri içinde eleştirel düşünme en temel ve önemlileri arasındadır. Pek çok kişi için düşünme bilinç dışı bir eylem iken bilinç alanına çekip özel eğitim teknikleri ile geliştirmek mümkündür. Bu kitap sayesinde eleştirel düşünme becerilerinin kapsamında kişinin tarafsız düşünür hâline gelme, düşünme seviyesinden haberdar olma, temel akıl becerileri, yetenekleri, içgörülerinin gelişmesine destek olma, sunulan düşüncenin zayıf ve güçlü manasını keşfetme vb. gibi becerilerini geliştirme, kendi düşünme standartlarını bilme, soru sorma ve düşünmedeki yerini anlama, düşünme içeriğini öğrenme, iyi düşünme becerilerini edinme, karar alma, problem çözme, mantık dışı düşünce ile başa çıkma, ulusal ve uluslararası propaganda yolları zihinsel kandırmaca ve manipülasyonun farkına varma, etik akıl yürütme, stratejik düşünme becerileri ve ileri düşünür olma başlıklarında bilgi ve beceri kazandırmayı amaçlamaktadır. Buraya kadar sözü edilen bu becerileri kapsayan kitabın hem bilgi vermesi hem de Türk akademisyen ve düşünürleri tarafından bu konuda yeni eserlerin kaleme alınmasını, araştırma yapılmasını teşvik etmesi hedeflenmektedir. Kitabın hedef kitlesi, matematik bilimlerinde ve sosyal bilimlerde eğitim gören öğrenciler ve akademisyenler, politikacılar, medya mensupları ilk akla gelenler arasındadır. Kitabın, kişisel gelişimi bir yaşam biçimini hâline getirenlere geliştirici bir okuma serüveni olacağına inanılmaktadır. (kim ile, kimin için…)
21. yüzyıl becerileri arasında ilk sıralarda yer alan eleştirel düşünme becerisini stratejik ve sistematik olarak nasıl geliştirilebileceğini anlatan bu kitap, okuyucular için hem günlük yaşamda hem de profesyonel hayatta kullanabilecekleri önemli reçeteler vermektedir. Bilgi çağının getirdiği bilgi bombardımanı içinde hangi bilgiye nerede, nasıl, niye, ne zaman ve kim ile kimin için sorularının cevaplarını çok gelişmiş tablolar ve şekiller ile anlatarak görsel anlamda hatırlanır ve uygulanabilir kılmaktadır. Sol beynin işlevi olan eleştirel düşünceyi çok daha ileriye götürerek bilginin yaratıcılığa dönüştürülmesinde önemli rol oynamaktadır. Basitliğin getirdiği mükemmellik ile değişen ve devrim niteliğinde yaşanan teknolojik gelişimlerde okuyuculara uygulamalı olarak karar verme becerilerini geliştirmekte ve bulundukları ortamda farkındalık oluşturarak fark yaratmalarını sağlayacak donanım vermektedir. Bu kitabın okuyucuları sadece eğitim dünyasındaki değişimi sağlamak isteyen kişiler değil profesyonel dünyada da dönüşümü sağlamak isteyen oyuncular ve liderler olmalıdır.

This paper invites readers to engage with analyses that diagnose the racial-colonial foundations of US universities as the root cause of many contemporary higher education challenges. To do so, it traces the “underside” of violence that subsidized three moments in US higher education history: the colonial era; land-grant legislation; and the post-War “golden age.” I argue that confronting these foundational violences, and our complicity in them, is a necessary part of any effort to unravel the harmful inherited patterns of representation, relationship, and resource distribution that continue to shape the present.

The article is devoted to the relations of the Russian theological schools — primarily academies — with the Russian Orthodox mission in Japan. These relations were not confined to the services of the academies' graduates in Japanese mission, but had another, less well-know yet important aspect - since 1880s, directed by Equal-to-apostles Saint Nikolas of Japan Japanese young people had studied in Russian theological academies and seminaries. I he author's attention is focused on this little-studied, yet important both for the history of Orthodoxy in Japan and the history of Russian spiritual school aspect of the topic under consideration. Based on a number of archival files the Russian theological academies students' names from Japan along with their master's theses topics, students' prior to theological academy background and after-graduation life were discovered.
The author concludes that educating Japanese Orthodox youth in Russian theological schools and their further service was associated with considerable difficulties. Despite it the training proved to be fruitful as it contributed to the concept of the Orthodox mission, conceived and implemented by Equal-to-apostles Saint Nicholas of Japan and intended to disseminate the Orthodox enlightenment in Japan through the Japanese who turned to Christ and received systematic theological education.
Keywords: Russian Orthodox mission in Japan, Russian theological academies, Equal to apostles Saint Nicholas of Japan

Nosso objeto de estudos são as transformações ocorridas no Ensino Superior brasileiro com a entrada de grandes bancos e fundos de investimentos no setor. Esse processo avança a partir de meados dos anos 2000, mas tem raízes históricas profundas. Situa-se, nesse sentido, como legatário dos programas de estímulos à expansão privada do ensino no período da ditadura empresarial-militar dos anos 1960, entendendo que essas políticas foram incorporadas numa posição estatal em favor da mercantilização e privatização da Educação Superior. Nessa esteira, como ponto nodal, temos a atual Lei de Diretrizes e Bases da Educação Nacional (LDBEN) (Brasil, 1996), na qual as disputas em torno da forma social desses processos (mercantilização, privatização e oligopolização) deixaram alguns traços que evidenciam, hoje, como essa política de Estado estava sendo preparada em largos passos nos sucessivos governos.

This thesis proposes a typology of responsiveness in order to reduce interpretive ambiguity and to provide a framework which makes possiblean assessment of the extent to which responsiveness is likely to be institutionalised in higher education. The typology is tested at two universities. The findings indicate that the typology developed can be deployed to reveal insight into how responsiveness is manifesting at universities. The findings around institutionalisation of responsiveness are less conclusive but indicate that while there is evidence of the institutionalisation of a particular type of university responsiveness, the process is at best partial as the academic heartland of higher educationsystems remain slow to accept the demands made by the state, university leadership and other stakeholders for more responsive universities.

In this Working Paper, we compare two institutional types of universities in a systemic way along 13 dimensions and 141 characteristics:

1) The first type is the multiversity, because multiple arts and sciences are co-existing next to each other without overarching integration. The multiversity is an institutional type reflecting the currently prevailing paradigm in higher education, which we call Modernist Higher Education.

2) The second type of university can be called transversity, because it is transformative, transdisciplinary, transparadigmatic, transcultural, transgenerational, transsectoral and translocal. The transversity is an institutional type reflecting the emerging paradigm of Transformative Higher Education.

There are many possible variants of transversities. In this paper, we focus on a specific transversity: the University for the Future (U4F). The U4F is a new multi-local university that is currently under development. The U4F is one among other contributions to the formation of the emerging paradigm of Transformative Higher Education. The U4F represents a whole system (re)design of higher education. The contention is that reinventing higher education for the 21st century requires transformative changes in all dimensions in ways that are aligned with each other.

The comparison therefore emphasizes the systemic, multidimensional view of the changes that are needed in and beyond higher education to grow out of the contemporary Grand Challenges into a dignified next stage of human civilisation. The comparison is based on long-standing professional experience of the authors in multiversities and in educational innovation initiatives. For the sake of readability, literature is not included in the comparison tables.

ABSTRACT This study extends our knowledge on co-creation of value in higher education. The paper examines the relationship between support, co-creation of value and students’ satisfaction, as well as moderating factors including mode of study and fee status, via 979 survey responses from undergraduate students. Analysis using partial least squares found support to be important in determining co-creation of value and, in turn, student satisfaction. Results indicated that student satisfaction is positively influenced through students accessing support mechanisms and their active involvement in co-creation of value activities. Our findings further reveal that fee-paying students are more satisfied when they participate in co-creation activities and access support mechanisms. No significant differences between transnational and domestic students are found.

İnovasyonun On Tipi kitabı ile inovasyon yapmak isteyenlere reçete veriliyor. Adım adım ve yalın bir şekilde inovasyonun nasıl geliştirilebileceği konusunda önemli sırlar ortaya koyuluyor. Bu kitap, özellikle teknoloji odaklı inovasyon yapmak isteyenlere yapılan hataları da göstererek uygulama ortamı oluşturuyor. Yenilik ilkelerini verirken startupların ve hatta büyük kuruluşların anlamlı ve sürdürülebilir büyüme konusundaki donanımını artırıyor. 2000'den fazla başarılı yeniliğin ortaya çıkışında önemli içgörüler sağlıyor.
Bu kitabın anlatım tarzında özel bir algoritma uygulanarak anlamlı gruplar belirlendi. İnovasyon fırsatlarını belirlemek için firmaların iç ve dış büyüme parametreleri ve performans değerleri, rakiplerini de devreye alarak şekillendirildi. İnovasyon odaklı performansın artırılabilmesi, önemli değerlendirmeler yapılabilmesi için özel ve hazır yol haritaları sunuldu. Endüstriler için de inovasyon modellerini teşhis edip yeni bir anlayış ve yöntem geliştirme imkânı sunuluyor.
Çevrimsel araştırmanın altyapısını vererek farklı ve anlamlı değişim ve dönüşümü düşündürüp kalıcı ve kullanışlı yollar uygulatarak kitabın ne kadar değerli olduğunu kanıtlıyor. Eğer kurumunuzda anlamlı ve sürdürülebilir büyümeyi inovasyon odaklı gerçekleştirmek isterseniz yenilik ilkelerinin detaylı olarak anlatıldığı İnovasyonun On Tipi kitabını okuyun.
Bu kitabın yazarlarından Larry Keeley'in tecrübelerinden yararlanmak büyük bir fırsat. Kendisi BusinessWeek tarafından inovasyon alanındaki dünya görüşünü ve paradigmaları değiştiren, yedi yenilik gurusundan biri olarak seçilmiş olup Doblin firmasının kurucusudur. Diğer yazarlar ile birlikte inovasyonun tasarlanması ve sürdürülebilir kılınması konusunda dünya çapında pek çok girişimciyi, yöneticiyi, şirketleri ve startupları etkilemiştir.

Using social capital theory as a framework, the authors examined data from the Educational Longitudinal Study (ELS: 2002) to examine how student contact with high school counselors about college information and other college-related variables influence students’ college application rates. In addition to some college related variables, the number of school counselors, and student contact were significant predictors of college application rates.  Implications for school counselors and counselor training are included.

The original duality between academics and administrators has changed as a result of changes in the higher education field. Between academics and non-academics, a third space professionals has developed itself to an influential group. This paper describes research on the extent to which this group of the so called third space professionals is (or want to) experiencing influence on the different processes from the domains. The results show the consistence of the interacting spheres between academics and administrators and the emergence of the ew third space professionals forming a new specialized buffer zone between academics and administrators. Moreover they show the archipelago that the different departments within the administrators appear to be.

The demands on today’s digital society raise the necessity of students to acquire different skills and competences - a new kind of literacy. Besides digital skills, there is also the need of being in possess of social and soft skills. Learning, due to the advent of social Web and collaborative virtual environments, has a lot to do with socialization. This article aims to know if and how these competences and access to digital and virtual tools can change students learning processes, allowing them to be more participative in constructing their knowledge.

This conceptual paper examines the colonial conditions of possibility for a formative moment of US public higher education, the Morrill Act of 1862, and considers how these conditions continue to shape the present. The federal government’s accumulation of Indigenous lands in the nineteenth century helped provide the material base for land-grant legislation, and although conquest of the frontier was eventually metaphorized in higher education discourse, public institutions remain both dependent on and vulnerable to the imperatives of accumulation that were established during colonization, as is evident in contemporary privatization efforts. I argue that if efforts to resist privatization fail to address how colonialism has historically shaped US public goods, then these efforts risk re-naturalizing the imperative of capital accumulation and relations of conquest.

The demand to cultivate global citizenship is frequently invoked as central to colleges’ and universities’ internationalization efforts. However, the term global citizenship remains undertheorized in the context of U.S. higher education. This article maps and engages three common global citizenship positions—entrepreneurial, liberal humanist, and anti-oppressive—and articulates an additional fourth possible position, based in encounters and engagements with incommensurability. Tracing the recurring patterns in each of these positions can allow for more complex and nuanced conversations and engagements to emerge among practitioners and students about global citizenship.