Pub Date : 2018-01-01DOI: 10.1177/2347631117738640
Hope Adanne Andy-Wali, A. Wali
This study investigates the impact of lecturers’ leadership practices on students’ experiences of participation within a case university in the UK’s HE sector. The qualitative phenomenological research strategy, specifically the focus group interview approach, was used for data collection. Two key focus group interviews were conducted with a total of 15 participants. The thematic template and content analysis techniques were used for data analysis with NVivo 11. Findings showed that lecturers in the case university were transformational in their approaches to teaching and learning. Second, findings revealed that four highly coded themes characterized participants’ positive experiences of academic participation and they include: Teaching and learning quality; Academic versatility; Supportive academic leadership and Lecturers’ accessibility. This study makes theoretical contribution as it validates the relevance of transformational leadership theory. This study is original because it is the first to propound the ‘transformational teaching and learning framework’ which comprises four themes.
{"title":"Lecturers’ Leadership Practices and Their Impact On Students’ Experiences of Participation with Implications for Marketing Higher Education Services","authors":"Hope Adanne Andy-Wali, A. Wali","doi":"10.1177/2347631117738640","DOIUrl":"https://doi.org/10.1177/2347631117738640","url":null,"abstract":"This study investigates the impact of lecturers’ leadership practices on students’ experiences of participation within a case university in the UK’s HE sector. The qualitative phenomenological research strategy, specifically the focus group interview approach, was used for data collection. Two key focus group interviews were conducted with a total of 15 participants. The thematic template and content analysis techniques were used for data analysis with NVivo 11. Findings showed that lecturers in the case university were transformational in their approaches to teaching and learning. Second, findings revealed that four highly coded themes characterized participants’ positive experiences of academic participation and they include: Teaching and learning quality; Academic versatility; Supportive academic leadership and Lecturers’ accessibility. This study makes theoretical contribution as it validates the relevance of transformational leadership theory. This study is original because it is the first to propound the ‘transformational teaching and learning framework’ which comprises four themes.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"5 1","pages":"40 - 60"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631117738640","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47731280","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.1177/2347631117738649
R. Bennett, H. Egan, A. Cook, M. Mantzios
Higher education students experience heightened levels of stress and anxiety, and report experiencing negative thoughts and emotions, which influence information retention and recall. In a randomized experiment, we assigned participants to either a mindfulness meditation or an audiobook listening condition, and recorded the information recalled from a previously attended lecture, which was controlled for in subsequent analyses for trait resiliency and trait mindfulness. Participants placed in the mindfulness meditation condition recalled significantly more information than participants who were placed in the audiobook listening condition, even when controlling for resiliency and mindfulness. Future directions are suggested in an attempt to expand the literature and research around higher education, mindfulness and individual differences.
{"title":"Mindfulness as an Intervention for Recalling Information from a Lecture as a Measure of Academic Performance in Higher Education","authors":"R. Bennett, H. Egan, A. Cook, M. Mantzios","doi":"10.1177/2347631117738649","DOIUrl":"https://doi.org/10.1177/2347631117738649","url":null,"abstract":"Higher education students experience heightened levels of stress and anxiety, and report experiencing negative thoughts and emotions, which influence information retention and recall. In a randomized experiment, we assigned participants to either a mindfulness meditation or an audiobook listening condition, and recorded the information recalled from a previously attended lecture, which was controlled for in subsequent analyses for trait resiliency and trait mindfulness. Participants placed in the mindfulness meditation condition recalled significantly more information than participants who were placed in the audiobook listening condition, even when controlling for resiliency and mindfulness. Future directions are suggested in an attempt to expand the literature and research around higher education, mindfulness and individual differences.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"5 1","pages":"75 - 88"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631117738649","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46302880","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2018-01-01DOI: 10.1177/2347631117740455
A. Isaacs, L. Kazembe, C. Kazondovi
The purpose of this evaluation study was to determine the extent to which the teacher educators in the Faculty of Education at the University of Namibia implemented the national Information and Communication Technology (ICT) Policy for Education. This study employed both the quantitative method in the form of questionnaires and the qualitative method in the form of interviews and classroom observations. From the 100 participants surveyed, there were 73 respondents indicating a 73 per cent response rate to the questionnaire. The data were analysed by using the Likert Scale, Pearson-Product Moment Correlation Coefficient, Eigenvalue: Factor Analysis and Eigenvalue: Cluster. A purposive sampling was then conducted on the teacher educators at University of Namibia campus who were tasked to teach with ICTs. These teacher educators were interviewed and classroom observations were conducted. The findings of the study indicated that the participants had a good understanding of the national ICT Policy for Education. A majority of the teacher educators indicated that they were at the beginning level of using ICTs for teaching. They mainly used word processors and presentation tools for the purpose. However, the findings further indicated that the respondents lacked training in ICT pedagogy, lacked the time to learn and incorporate ICT skills and tools into lessons, and exposed insufficient budget allocation in place for procurement of ICT tools such as hardware and software.
{"title":"An Evaluation of the National Information Communication and Technology (ICT) Policy at the University of Namibia in the Faculty of Education","authors":"A. Isaacs, L. Kazembe, C. Kazondovi","doi":"10.1177/2347631117740455","DOIUrl":"https://doi.org/10.1177/2347631117740455","url":null,"abstract":"The purpose of this evaluation study was to determine the extent to which the teacher educators in the Faculty of Education at the University of Namibia implemented the national Information and Communication Technology (ICT) Policy for Education. This study employed both the quantitative method in the form of questionnaires and the qualitative method in the form of interviews and classroom observations. From the 100 participants surveyed, there were 73 respondents indicating a 73 per cent response rate to the questionnaire. The data were analysed by using the Likert Scale, Pearson-Product Moment Correlation Coefficient, Eigenvalue: Factor Analysis and Eigenvalue: Cluster. A purposive sampling was then conducted on the teacher educators at University of Namibia campus who were tasked to teach with ICTs. These teacher educators were interviewed and classroom observations were conducted. The findings of the study indicated that the participants had a good understanding of the national ICT Policy for Education. A majority of the teacher educators indicated that they were at the beginning level of using ICTs for teaching. They mainly used word processors and presentation tools for the purpose. However, the findings further indicated that the respondents lacked training in ICT pedagogy, lacked the time to learn and incorporate ICT skills and tools into lessons, and exposed insufficient budget allocation in place for procurement of ICT tools such as hardware and software.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"5 1","pages":"104 - 118"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631117740455","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46364983","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-01DOI: 10.1177/2347631117706277
1. Dr K. N. Panikkar, Former ViceChancellor, Sree Sankaracharya University, Kalady. 2. Prof. Rajan Gurukkal, Former Vice Chancellor, MG University. 3. Dr P. K. Michael Tharakan, Former Vice Chancellor, Kannur University. 4. Prof. R. V. G. Menon, Former Principal, Government Engineering College. 5. Shri. B. Srinivas IAS, Principal Secretary, Higher Education. 6. Prof. J. Prasad, Director SCERT, Former Vice Chancellor, Sree Sankaracharya University. 7. Dr A. P. Kuttykrishnan, State Project Director, Sarva Shiksha Abhiyan, Kerala. 8. Dr P. S. Sreekala, Director, Kerala State Literacy Mission Authority (KSLMA). 9. Shri. T. P. Kaladharan, DIET (Retd). 10. Shri. A. P. M. Mohammed Hanish IAS, Secretary, General Education Department. 11. Shri. K. V. Mohankumar IAS, Director of Public Instruction.
{"title":"The Report of Joint Committee for State-level Inputs for Draft National Education Policy 2016 from Kerala","authors":"","doi":"10.1177/2347631117706277","DOIUrl":"https://doi.org/10.1177/2347631117706277","url":null,"abstract":"1. Dr K. N. Panikkar, Former ViceChancellor, Sree Sankaracharya University, Kalady. 2. Prof. Rajan Gurukkal, Former Vice Chancellor, MG University. 3. Dr P. K. Michael Tharakan, Former Vice Chancellor, Kannur University. 4. Prof. R. V. G. Menon, Former Principal, Government Engineering College. 5. Shri. B. Srinivas IAS, Principal Secretary, Higher Education. 6. Prof. J. Prasad, Director SCERT, Former Vice Chancellor, Sree Sankaracharya University. 7. Dr A. P. Kuttykrishnan, State Project Director, Sarva Shiksha Abhiyan, Kerala. 8. Dr P. S. Sreekala, Director, Kerala State Literacy Mission Authority (KSLMA). 9. Shri. T. P. Kaladharan, DIET (Retd). 10. Shri. A. P. M. Mohammed Hanish IAS, Secretary, General Education Department. 11. Shri. K. V. Mohankumar IAS, Director of Public Instruction.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"4 1","pages":"224 - 232"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631117706277","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46417840","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-01DOI: 10.1177/2347631117706275
Rajan Varughese
The Ministry of Human Resource Development (MHRD) has come out with the draft of ‘National Education Policy (NEP) 2016’ in April 2016. The new NEP 2016 seeks to create conditions to improve the quality of teaching, learning and assessment, and promote transparency in the management of education in the country. The policy prescriptions enunciated in the policy document are critically examined in the context of the objectives set out in the document. An attempt is made to survey some of the recommendations of the report and examine issues related to higher education in the country. The issues include financing education and the policy initiatives, language policy and higher education, accreditation and quality assurance in higher education, International linkages in higher education and autonomy of higher educational institutions. The general trend seen in the document in support of private investment and justification of moving private involvement from periphery to the centre in higher education is critically commented in the paper.
{"title":"National Policy on Education and Higher Education","authors":"Rajan Varughese","doi":"10.1177/2347631117706275","DOIUrl":"https://doi.org/10.1177/2347631117706275","url":null,"abstract":"The Ministry of Human Resource Development (MHRD) has come out with the draft of ‘National Education Policy (NEP) 2016’ in April 2016. The new NEP 2016 seeks to create conditions to improve the quality of teaching, learning and assessment, and promote transparency in the management of education in the country. The policy prescriptions enunciated in the policy document are critically examined in the context of the objectives set out in the document. An attempt is made to survey some of the recommendations of the report and examine issues related to higher education in the country. The issues include financing education and the policy initiatives, language policy and higher education, accreditation and quality assurance in higher education, International linkages in higher education and autonomy of higher educational institutions. The general trend seen in the document in support of private investment and justification of moving private involvement from periphery to the centre in higher education is critically commented in the paper.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"4 1","pages":"158 - 165"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631117706275","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"44028055","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-01DOI: 10.1177/2347631117706276
{"title":"Some Inputs for Draft National Education Policy 2016","authors":"","doi":"10.1177/2347631117706276","DOIUrl":"https://doi.org/10.1177/2347631117706276","url":null,"abstract":"","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"4 1","pages":"186 - 223"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631117706276","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45610648","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-01DOI: 10.1177/2347631117708069
Shashiranjan Jha, Sumit Kumar
This article analyzes the socio-economic determinants of student mobility in India and evaluates the factors that hinder and promote higher educational mobility. It is argued that despite the mass expansion of higher education in India in recent times, student mobility is directed towards developed educational regions. India is a unique case because it consists of regions with a high variation in socio-economic development and has local higher education markets with different levels of competition between institutions. This study shows the importance of the socio-economic characteristics in student mobility. Drawing on the assumptions of human capital theory and the literature on international student mobility, we suggest that individual and family factors are important determinants of inter-state mobility for higher education in India. This article concludes by suggesting how this pattern of inter-state student mobility might have impact on recent policy focus on expansion of higher education in India.
{"title":"Socio-economic Determinants of Inter-state Student Mobility in India","authors":"Shashiranjan Jha, Sumit Kumar","doi":"10.1177/2347631117708069","DOIUrl":"https://doi.org/10.1177/2347631117708069","url":null,"abstract":"This article analyzes the socio-economic determinants of student mobility in India and evaluates the factors that hinder and promote higher educational mobility. It is argued that despite the mass expansion of higher education in India in recent times, student mobility is directed towards developed educational regions. India is a unique case because it consists of regions with a high variation in socio-economic development and has local higher education markets with different levels of competition between institutions. This study shows the importance of the socio-economic characteristics in student mobility. Drawing on the assumptions of human capital theory and the literature on international student mobility, we suggest that individual and family factors are important determinants of inter-state mobility for higher education in India. This article concludes by suggesting how this pattern of inter-state student mobility might have impact on recent policy focus on expansion of higher education in India.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"4 1","pages":"166 - 185"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631117708069","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47117473","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-01DOI: 10.1177/2347631117706260
K. Chanana
There is no doubt that until now significant progress has been made to include gender in the Indian education policy. Further, it is also recognized that investment in the education of both boys and girls with focus on equity is consistently the most powerful and important indicator of national development, as well as being a vehicle for the advancement of the present and future generations of children. Therefore, leaving out issues of gender and girls’ education puts a question mark on the future vision of society. Right now, the new education policy is in the making, after a gap of 24 years. There are two documents in the public domain. The first one was an outcome of a very extensive and expansive process of consultations. This article interrogates the process of policy formulation by looking at texts of these two reports as primary data sources. The central concern in this article is to show the complete or near complete gender blindness or exclusion of concerns regarding education of girls and women in the two documents. As a result, there is no or hardly any space given to them in these documents which presumably will go into the formulation of the new education policy. What is required is a focus on equality and a transformative conception of gender inclusiveness in the new policy, which will ensure meaningful and realistic inclusion of gender concerns.
{"title":"Gender in the New Education Policy 2016 in the Making","authors":"K. Chanana","doi":"10.1177/2347631117706260","DOIUrl":"https://doi.org/10.1177/2347631117706260","url":null,"abstract":"There is no doubt that until now significant progress has been made to include gender in the Indian education policy. Further, it is also recognized that investment in the education of both boys and girls with focus on equity is consistently the most powerful and important indicator of national development, as well as being a vehicle for the advancement of the present and future generations of children. Therefore, leaving out issues of gender and girls’ education puts a question mark on the future vision of society. Right now, the new education policy is in the making, after a gap of 24 years. There are two documents in the public domain. The first one was an outcome of a very extensive and expansive process of consultations. This article interrogates the process of policy formulation by looking at texts of these two reports as primary data sources. The central concern in this article is to show the complete or near complete gender blindness or exclusion of concerns regarding education of girls and women in the two documents. As a result, there is no or hardly any space given to them in these documents which presumably will go into the formulation of the new education policy. What is required is a focus on equality and a transformative conception of gender inclusiveness in the new policy, which will ensure meaningful and realistic inclusion of gender concerns.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"4 1","pages":"117 - 128"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631117706260","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45320649","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2017-07-01DOI: 10.1177/2347631117706274
P. Tharakan
The Subramanian Committee Report 2016 and the Some Inputs for Draft National Education Policy 2016 (SIDNEP 2016) are compared with its predecessors, the Kothari Commission Report 1964–1966 and the National Education Policy 1986 along with its Programme for Action 1986 and the revised Programme for Action 1992, to see how well its proposals are contextualized within the socio-economic developments in present Indian society. The review of the Kothari commission Report found that it anchored itself very much in the aspirations of the people of India in building a strong and prosperous nation through the means of long-term planning. It nurtured the hope of parents seeking education for their children with particular regard for creating job opportunities and in preparing graduates to have the necessary qualifications for such jobs. It has to be admitted that in stating their objectives in such terms, the Kothari Commission also let the instrumentalist educational aims to have preference over equally important intrinsic values. Similarly, the NEP 1986 and its Programme of Actions (POAs) suggested streamlining educational expansion in general under central agencies. As a result, its overall effect was in favour of high centralization. The 2016 educational policy documents do pay tribute to the laudable objectives stated by their predecessors, without critically going into the causes of how such objectives got derailed. Even when they address existing issues like that of a fast-changing knowledge economy, they do not offer any critical assessment. Instead they imply that it is a given component and Indian education, has to give in and try to operate inside the knowledge economy as best as possible. With such a passive attitude accepted by the 2016 education policy statements, their recommendations read as disjointed list of limited educational objectives.
{"title":"From Kothari Commission Report to Some Inputs for Draft National Education Policy 2016","authors":"P. Tharakan","doi":"10.1177/2347631117706274","DOIUrl":"https://doi.org/10.1177/2347631117706274","url":null,"abstract":"The Subramanian Committee Report 2016 and the Some Inputs for Draft National Education Policy 2016 (SIDNEP 2016) are compared with its predecessors, the Kothari Commission Report 1964–1966 and the National Education Policy 1986 along with its Programme for Action 1986 and the revised Programme for Action 1992, to see how well its proposals are contextualized within the socio-economic developments in present Indian society. The review of the Kothari commission Report found that it anchored itself very much in the aspirations of the people of India in building a strong and prosperous nation through the means of long-term planning. It nurtured the hope of parents seeking education for their children with particular regard for creating job opportunities and in preparing graduates to have the necessary qualifications for such jobs. It has to be admitted that in stating their objectives in such terms, the Kothari Commission also let the instrumentalist educational aims to have preference over equally important intrinsic values. Similarly, the NEP 1986 and its Programme of Actions (POAs) suggested streamlining educational expansion in general under central agencies. As a result, its overall effect was in favour of high centralization. The 2016 educational policy documents do pay tribute to the laudable objectives stated by their predecessors, without critically going into the causes of how such objectives got derailed. Even when they address existing issues like that of a fast-changing knowledge economy, they do not offer any critical assessment. Instead they imply that it is a given component and Indian education, has to give in and try to operate inside the knowledge economy as best as possible. With such a passive attitude accepted by the 2016 education policy statements, their recommendations read as disjointed list of limited educational objectives.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"4 1","pages":"147 - 157"},"PeriodicalIF":0.0,"publicationDate":"2017-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631117706274","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"42370767","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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