Pub Date : 2018-07-01DOI: 10.1177/2347631118767293
Mohamed Khedhiri
A bulk of research on organizational readiness for changes has been focused on continuous empirical analysis in private business organizations. The present study digresses from the status quo by performing discrete analysis in public education. Generalized ordered logit model (GOLM) regressions were performed at individual level, to analyse a sample of 707 faculties working in a large public university who were in the process to undergo substantial change. Results showed that faculty perceives, indeed, critical issues related to demotivation, communication channel, nature of teamwork and transformational leaders (TFL). These issues let them support the need for organizational change to be successful in the near future. In addition, data analysis raised issues concerning TFL’s social interaction patterns. This and other overwhelming challenges are discussed, and some recommendations of understanding change readiness and TFL development are suggested.
{"title":"Readiness for Change in Public Education","authors":"Mohamed Khedhiri","doi":"10.1177/2347631118767293","DOIUrl":"https://doi.org/10.1177/2347631118767293","url":null,"abstract":"A bulk of research on organizational readiness for changes has been focused on continuous empirical analysis in private business organizations. The present study digresses from the status quo by performing discrete analysis in public education. Generalized ordered logit model (GOLM) regressions were performed at individual level, to analyse a sample of 707 faculties working in a large public university who were in the process to undergo substantial change. Results showed that faculty perceives, indeed, critical issues related to demotivation, communication channel, nature of teamwork and transformational leaders (TFL). These issues let them support the need for organizational change to be successful in the near future. In addition, data analysis raised issues concerning TFL’s social interaction patterns. This and other overwhelming challenges are discussed, and some recommendations of understanding change readiness and TFL development are suggested.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"5 1","pages":"178 - 197"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631118767293","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"48942203","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 : 2018-07-01DOI: 10.1177/2347631118767283
Rashim Wadhwa
In India, the inequality in education from the perspective of first-generation learners has drawn little attention. So there is an urgent need to pay attention on the issue of how robust is the effect of first generation in causing educational inequality as the first-generation students are typically confronted with the dynamics of caste-based inequality in addition to their deficiency in the cultural and social capital. In this context, the purpose of the present study is to investigate the rationale behind first- and non-first-generation students’ entry into higher education and factors which influence their decision. Methodology of the present study involves a mixed method approach, and data have been collected from the sample of 400 first-year students from Jammu and Kashmir State of India which comprises 200 first- and 200 non-first-generation students. Self-structured questionnaire and semi-structured interviews have been used for data collection. Factor analysis and independent sample t-test have been used for analysis purpose. Findings of study highlight that perceived family influence, relative functionalism, self-efficacy and significant others to be less powerful factors affecting their pursuit of higher education than non-first-generation students.
{"title":"Differential Entry of First and Non-first-generation Students in Higher Education with Reference to India","authors":"Rashim Wadhwa","doi":"10.1177/2347631118767283","DOIUrl":"https://doi.org/10.1177/2347631118767283","url":null,"abstract":"In India, the inequality in education from the perspective of first-generation learners has drawn little attention. So there is an urgent need to pay attention on the issue of how robust is the effect of first generation in causing educational inequality as the first-generation students are typically confronted with the dynamics of caste-based inequality in addition to their deficiency in the cultural and social capital. In this context, the purpose of the present study is to investigate the rationale behind first- and non-first-generation students’ entry into higher education and factors which influence their decision. Methodology of the present study involves a mixed method approach, and data have been collected from the sample of 400 first-year students from Jammu and Kashmir State of India which comprises 200 first- and 200 non-first-generation students. Self-structured questionnaire and semi-structured interviews have been used for data collection. Factor analysis and independent sample t-test have been used for analysis purpose. Findings of study highlight that perceived family influence, relative functionalism, self-efficacy and significant others to be less powerful factors affecting their pursuit of higher education than non-first-generation students.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"5 1","pages":"142 - 161"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631118767283","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45588407","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 : 2018-07-01DOI: 10.1177/2347631118767279
Julio Bertolin
Engendering well-being, peace and prosperity in a nation is a long-standing critical issue for possibly all countries worldwide. Many earlier hypotheses and formulas on how to generate ‘wealth’ have proven inadequate or failed. At the beginning of the twenty-first century, the consensus was that the concepts of inclusive political institutions and inclusive economic institutions were crucial to development. However, with economic purposes, governments are increasingly prioritizing the acquisition of practical training and skills. This work argues that these policies are misleading. The integral education in higher education, especially by means of substantial positive externalities, can facilitate economic growth.
{"title":"Higher Education and Development in the Knowledge Society","authors":"Julio Bertolin","doi":"10.1177/2347631118767279","DOIUrl":"https://doi.org/10.1177/2347631118767279","url":null,"abstract":"Engendering well-being, peace and prosperity in a nation is a long-standing critical issue for possibly all countries worldwide. Many earlier hypotheses and formulas on how to generate ‘wealth’ have proven inadequate or failed. At the beginning of the twenty-first century, the consensus was that the concepts of inclusive political institutions and inclusive economic institutions were crucial to development. However, with economic purposes, governments are increasingly prioritizing the acquisition of practical training and skills. This work argues that these policies are misleading. The integral education in higher education, especially by means of substantial positive externalities, can facilitate economic growth.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"5 1","pages":"122 - 141"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631118767279","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43848571","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 : 2018-07-01DOI: 10.1177/2347631118781715
Tsegay, S. M., Zegergish, M. Z., & Ashraf, M. A. (2018). Pedagogical Practices and Students’ Experiences in Eritrean Higher Education Institutions. Higher Education for the Future, 5(1): 89–103. doi: 10.1177/2347631117738653 This article got published with the errors listed below. • The correct spelling of the second author is, Mulugeta Zemuy Zegergish • In Introduction, para 1, line 13, the sentence should read as follows: The emergence of seven HEIs significantly increased the number of students joining higher education annually, and the gross enrolment of students reached 13,779 by 2013 … The errors are deeply regretted.
{"title":"Erratum","authors":"","doi":"10.1177/2347631118781715","DOIUrl":"https://doi.org/10.1177/2347631118781715","url":null,"abstract":"Tsegay, S. M., Zegergish, M. Z., & Ashraf, M. A. (2018). Pedagogical Practices and Students’ Experiences in Eritrean Higher Education Institutions. Higher Education for the Future, 5(1): 89–103. doi: 10.1177/2347631117738653 This article got published with the errors listed below. • The correct spelling of the second author is, Mulugeta Zemuy Zegergish • In Introduction, para 1, line 13, the sentence should read as follows: The emergence of seven HEIs significantly increased the number of students joining higher education annually, and the gross enrolment of students reached 13,779 by 2013 … The errors are deeply regretted.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"5 1","pages":"198 - 198"},"PeriodicalIF":0.0,"publicationDate":"2018-07-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631118781715","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"43660790","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 : 2018-01-11DOI: 10.1177/2347631118767284
Francis Kuriakose
University as an institution has shown structural and functional uniformity across historical periods and cultures, despite distinct evolution in response to local needs. Historically, social norms, political stability and economic concerns were the variables that determined the objectives of higher education. Today, normative concerns about higher education are exclusively guided by economic rationale. The transformative potential of higher education in cultivating responsive and responsible individuals is ignored. In this context, this article examines the possibilities that a professor has as a transformative agent in a university. The author models a professor in four principal roles—as a scholar and public intellectual and as a reducer of rent seeking and information asymmetry. The normative concerns that build this model have been drawn from historical roles of teachers in universities and experimental models in early education. While the professor as a scholar and as a public intellectual are traditional roles that need to be revisited in the modern context, reducing rent seeking and information asymmetry are phenomena of a market society that should be countered. By performing these roles, a professor not only creates and disseminates knowledge, but also encourages students to make decisions that are socially productive as well as individually gratifying.
{"title":"Possibilities of a Professor","authors":"Francis Kuriakose","doi":"10.1177/2347631118767284","DOIUrl":"https://doi.org/10.1177/2347631118767284","url":null,"abstract":"University as an institution has shown structural and functional uniformity across historical periods and cultures, despite distinct evolution in response to local needs. Historically, social norms, political stability and economic concerns were the variables that determined the objectives of higher education. Today, normative concerns about higher education are exclusively guided by economic rationale. The transformative potential of higher education in cultivating responsive and responsible individuals is ignored. In this context, this article examines the possibilities that a professor has as a transformative agent in a university. The author models a professor in four principal roles—as a scholar and public intellectual and as a reducer of rent seeking and information asymmetry. The normative concerns that build this model have been drawn from historical roles of teachers in universities and experimental models in early education. While the professor as a scholar and as a public intellectual are traditional roles that need to be revisited in the modern context, reducing rent seeking and information asymmetry are phenomena of a market society that should be countered. By performing these roles, a professor not only creates and disseminates knowledge, but also encourages students to make decisions that are socially productive as well as individually gratifying.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"5 1","pages":"162 - 177"},"PeriodicalIF":0.0,"publicationDate":"2018-01-11","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631118767284","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45886131","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: 10.1177/2347631117738653
S. Tsegay, Mulgeta Zemuy Zegergish, M. Ashraf
Using semi-structured interview and review of documents, this study analyzes the pedagogical practices and students’ experiences in Eritrean Higher Education Institutions (HEIs). The study indicated that pedagogical practices are affected by instructors’ pedagogical skills and perceptions, and the teaching-learning environment. Moreover, the pedagogical practices that instructors use determine the pedagogical experiences of students and shape their socio-economic and political perspectives. Despite its small scale, the study provides a more robust explanation of the connections between instructors’ pedagogical practices and experiences of students. It can also be applied to other countries, especially developing countries with similar circumstances. The study implies that skilled instructors employ interactive pedagogy connecting theory and practice, even in a large class size. Hence, instructors need to be trained, well equipped and motivated to improve their teaching skills and attitudes.
{"title":"Pedagogical Practices and Students’ Experiences in Eritrean Higher Education Institutions","authors":"S. Tsegay, Mulgeta Zemuy Zegergish, M. Ashraf","doi":"10.1177/2347631117738653","DOIUrl":"https://doi.org/10.1177/2347631117738653","url":null,"abstract":"Using semi-structured interview and review of documents, this study analyzes the pedagogical practices and students’ experiences in Eritrean Higher Education Institutions (HEIs). The study indicated that pedagogical practices are affected by instructors’ pedagogical skills and perceptions, and the teaching-learning environment. Moreover, the pedagogical practices that instructors use determine the pedagogical experiences of students and shape their socio-economic and political perspectives. Despite its small scale, the study provides a more robust explanation of the connections between instructors’ pedagogical practices and experiences of students. It can also be applied to other countries, especially developing countries with similar circumstances. The study implies that skilled instructors employ interactive pedagogy connecting theory and practice, even in a large class size. Hence, instructors need to be trained, well equipped and motivated to improve their teaching skills and attitudes.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"5 1","pages":"103 - 89"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631117738653","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"47767959","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: 10.1177/2347631117740452
Antra Singh, Seema Singh
Globalization process and growth of knowledge economy with increasing dependency on innovative information technology necessitated an expansion of higher education institution. With the country counting on its demographic dividend, the increase in number of students seeking university degree is putting pressure on the higher education sector to expand. Government funding in higher education is not sufficient to meet the growing demand, which has led to the establishment and mushrooming growth of private higher education institutions. Private higher education institutions are established by philanthropic, private business establishments, religious and for-profit organizations. The increase in the number of institutions carries with it serious challenges ahead; thus, the article discusses the challenges ahead of these private engineering institutions.
{"title":"Expansion of Private Engineering Institutions","authors":"Antra Singh, Seema Singh","doi":"10.1177/2347631117740452","DOIUrl":"https://doi.org/10.1177/2347631117740452","url":null,"abstract":"Globalization process and growth of knowledge economy with increasing dependency on innovative information technology necessitated an expansion of higher education institution. With the country counting on its demographic dividend, the increase in number of students seeking university degree is putting pressure on the higher education sector to expand. Government funding in higher education is not sufficient to meet the growing demand, which has led to the establishment and mushrooming growth of private higher education institutions. Private higher education institutions are established by philanthropic, private business establishments, religious and for-profit organizations. The increase in the number of institutions carries with it serious challenges ahead; thus, the article discusses the challenges ahead of these private engineering institutions.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"5 1","pages":"20 - 39"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631117740452","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45808643","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: 10.1177/2347631117738638
Mangala Vadivu Vivakaran, M. Neelamalar
Social media tools are observed to play a vital role in the renovation of the conventional teaching and learning practices across the globe. Though primarily developed for online social communication, social media platforms tend to possess suitable tools that can be used for instructional purposes in order to initiate active learning among students. Additionally, the social publishing features that support User Generated Content (UGC) act as powerful drivers in converting social media sites into informal, networked and constructive virtual learning environments. The present study aims to analyse the use of social media platforms for educational purposes in developing nations such as India. The study intends to examine the penetration and reception of social media platforms in higher educational institutions in urban as well as the technologically deprived rural areas. An extensive survey was conducted among the faculty members in the higher educational institutions in the state of Tamil Nadu, India. The research reveals the present diffusion level of social software in the academic sector of Tamil Nadu, a state containing a varied technological landscape due to its internal digital divide and many other infrastructural discrepancies. Additionally, factors that induce and the barriers that affect the pedagogical employment of social media tools by the higher education faculty members have been identified.
{"title":"Utilization of Social Media Platforms for Educational Purposes among the Faculty of Higher Education with Special Reference to Tamil Nadu","authors":"Mangala Vadivu Vivakaran, M. Neelamalar","doi":"10.1177/2347631117738638","DOIUrl":"https://doi.org/10.1177/2347631117738638","url":null,"abstract":"Social media tools are observed to play a vital role in the renovation of the conventional teaching and learning practices across the globe. Though primarily developed for online social communication, social media platforms tend to possess suitable tools that can be used for instructional purposes in order to initiate active learning among students. Additionally, the social publishing features that support User Generated Content (UGC) act as powerful drivers in converting social media sites into informal, networked and constructive virtual learning environments. The present study aims to analyse the use of social media platforms for educational purposes in developing nations such as India. The study intends to examine the penetration and reception of social media platforms in higher educational institutions in urban as well as the technologically deprived rural areas. An extensive survey was conducted among the faculty members in the higher educational institutions in the state of Tamil Nadu, India. The research reveals the present diffusion level of social software in the academic sector of Tamil Nadu, a state containing a varied technological landscape due to its internal digital divide and many other infrastructural discrepancies. Additionally, factors that induce and the barriers that affect the pedagogical employment of social media tools by the higher education faculty members have been identified.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"5 1","pages":"19 - 4"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631117738638","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"45711693","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: 10.1177/2347631117738644
Jinusha Panigrahi
With the onset of new public management, there is a shift in the methods of financing of higher education institutions across the countries of the world, particularly emerging market economies, from public financing to private financing of higher education.1 Many countries adopted this shift very quickly while others have moved towards a gradual shift in adopting new systems to various extents. With the gradual decline in public financing of higher education institutions in developing countries like India, due to the competing demand for public funds and thereby privatization of public higher education institutions to share the cost of higher education to meet the growing demand for higher education, there are many new innovative methods that are adopted to finance higher education institutions. Further, the massification of higher education has encouraged the expansion of private higher education institutions to meet the sudden burst in the demand for higher education. The article discusses the issues and challenges in implementing the innovative methods of financing across the developed and developing countries with special regard to their implementation in a developing country like India.
{"title":"Innovative Financing of Higher Education","authors":"Jinusha Panigrahi","doi":"10.1177/2347631117738644","DOIUrl":"https://doi.org/10.1177/2347631117738644","url":null,"abstract":"With the onset of new public management, there is a shift in the methods of financing of higher education institutions across the countries of the world, particularly emerging market economies, from public financing to private financing of higher education.1 Many countries adopted this shift very quickly while others have moved towards a gradual shift in adopting new systems to various extents. With the gradual decline in public financing of higher education institutions in developing countries like India, due to the competing demand for public funds and thereby privatization of public higher education institutions to share the cost of higher education to meet the growing demand for higher education, there are many new innovative methods that are adopted to finance higher education institutions. Further, the massification of higher education has encouraged the expansion of private higher education institutions to meet the sudden burst in the demand for higher education. The article discusses the issues and challenges in implementing the innovative methods of financing across the developed and developing countries with special regard to their implementation in a developing country like India.","PeriodicalId":36834,"journal":{"name":"Higher Education for the Future","volume":"5 1","pages":"61 - 74"},"PeriodicalIF":0.0,"publicationDate":"2018-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"https://sci-hub-pdf.com/10.1177/2347631117738644","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"46603087","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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