The three Rs, the ability to read, write and do basic arithmetic have traditionally been measured as indicators of knowledge and ability to communicate, and in turn, a predictor of success at workplace. However, survey any place of work today, and we see that the traditionally held literacy skills do not suffice; newer forms of literacies that go beyond the ability to decode print, like the skill to communicate, interact, solve complex problems, analyse, judge, evaluate, collaborate, construct, create, and to use information technology/ digital tools, are now considered essential contributors to enhanced employability opportunities as well as workplace success.
{"title":"Digital literacy matters. Increasing workforce productivity through blended English language programmes.","authors":"Kshema Jose","doi":"10.18870/HLRC.V6I4.354","DOIUrl":"https://doi.org/10.18870/HLRC.V6I4.354","url":null,"abstract":"The three Rs, the ability to read, write and do basic arithmetic have traditionally been measured as indicators of knowledge and ability to communicate, and in turn, a predictor of success at workplace. However, survey any place of work today, and we see that the traditionally held literacy skills do not suffice; newer forms of literacies that go beyond the ability to decode print, like the skill to communicate, interact, solve complex problems, analyse, judge, evaluate, collaborate, construct, create, and to use information technology/ digital tools, are now considered essential contributors to enhanced employability opportunities as well as workplace success.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"6 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67693993","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}
The English syllabus for learners pursuing engineering courses includes teaching writing as one of the objectives. Learners who enroll for these courses are not equipped with the general writing skills that they should have mastered at the entry level. In this context, a study was organized to develop academic writing skills of the undergraduate learners who are pursuing engineering courses. The study focused on raising awareness in the learners of the nature and characteristics of academic texts in order to develop academic writing skills. The study also emphasizes that involving the learners in the cognitive processes of writing that include defining the rhetorical problem, identifying the rhetorical situation, the audience and setting goals for writing, planning for the text by generating and organizing ideas is necessary. The study further suggests that discussions between learners and teachers regarding the construction of a text and the way language works in various text types facilitates better writing.
{"title":"The role of information literacy competence and higher order thinking skills to develop academic writing in Science and Engineering learners","authors":"B. Kumari","doi":"10.18870/HLRC.V6I4.356","DOIUrl":"https://doi.org/10.18870/HLRC.V6I4.356","url":null,"abstract":"The English syllabus for learners pursuing engineering courses includes teaching writing as one of the objectives. Learners who enroll for these courses are not equipped with the general writing skills that they should have mastered at the entry level. In this context, a study was organized to develop academic writing skills of the undergraduate learners who are pursuing engineering courses. The study focused on raising awareness in the learners of the nature and characteristics of academic texts in order to develop academic writing skills. The study also emphasizes that involving the learners in the cognitive processes of writing that include defining the rhetorical problem, identifying the rhetorical situation, the audience and setting goals for writing, planning for the text by generating and organizing ideas is necessary. The study further suggests that discussions between learners and teachers regarding the construction of a text and the way language works in various text types facilitates better writing.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"6 1","pages":"1-1"},"PeriodicalIF":0.0,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67693534","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}
While Indian education system is still debating on values of Gurukal system to imperial western education; the world moves on to the hybrid teaching learning system. Though the western world started hybrid teaching in early 1990’s, it took us good 30 years to follow the Westroes. Even when we have initiated the process in few institutions there is much to understand and do before we actually get to see the success of Hybrid online teaching and learning. This paper set to study the hitches and glitches in Hybrid Instruction system of teaching and learning for large enrollment courses. This new instructional methodology ask for redesigning the entire traditional teaching and learning practices where motivation of the felicitator is of prime concern that whether they are motivated enough to come out of their comfort zones.
{"title":"Managing Large Enrollment Courses in Hybrid Instruction Mode","authors":"P. Khanna","doi":"10.18870/HLRC.V6I4.357","DOIUrl":"https://doi.org/10.18870/HLRC.V6I4.357","url":null,"abstract":"While Indian education system is still debating on values of Gurukal system to imperial western education; the world moves on to the hybrid teaching learning system. Though the western world started hybrid teaching in early 1990’s, it took us good 30 years to follow the Westroes. Even when we have initiated the process in few institutions there is much to understand and do before we actually get to see the success of Hybrid online teaching and learning. This paper set to study the hitches and glitches in Hybrid Instruction system of teaching and learning for large enrollment courses. This new instructional methodology ask for redesigning the entire traditional teaching and learning practices where motivation of the felicitator is of prime concern that whether they are motivated enough to come out of their comfort zones.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"6 1","pages":"3"},"PeriodicalIF":0.0,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67693613","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}
Literature is not generally considered as a coherent branch of the curriculum in relation to language – development in either mother tongue or foreign language – teaching. As teachers of English in Multi cultural Indian class rooms we come across students with varying degree of competence in English language learning. Though, language learning is a natural process for natives but the Students of other languages put in colossal efforts to learn it. Despite their sincere efforts they face challenges regarding Pronunciation, Spelling and Vocabulary. The Indian class rooms are a microcosm of the larger society, so teaching English language in a manner which equips the students to face the cut-throat competition has become a necessity and a challenge for English language Teachers. English today has become the key determinant for getting success in their career. The hackneyed and stereotypical methods of teaching are not acceptable now. Teachers have no longer remained arbitrary dispensers of knowledge but they are playing the role of a guide and facilitator for the students. Teachers of English are using innovative ideas to make English language teaching and learning interesting and simple. Teachers have started using the literary texts and their analysis to explore and ignite the imagination and creative skills of the students. One needs to think and rethink the contribution of literature to intelligent thinking as well as its role in the process of teaching – learning. My paper would, therefore, be an attempt at exploring the nature of the literary experience in the present day class rooms; and the broader role of literature in life.
{"title":"A Literary Approach to teaching English Language in a Multi – Cultural Class - Room","authors":"Sanju Choudhary","doi":"10.18870/HLRC.V6I4.352","DOIUrl":"https://doi.org/10.18870/HLRC.V6I4.352","url":null,"abstract":"Literature is not generally considered as a coherent branch of the curriculum in relation to language – development in either mother tongue or foreign language – teaching. As teachers of English in Multi cultural Indian class rooms we come across students with varying degree of competence in English language learning. Though, language learning is a natural process for natives but the Students of other languages put in colossal efforts to learn it. Despite their sincere efforts they face challenges regarding Pronunciation, Spelling and Vocabulary. The Indian class rooms are a microcosm of the larger society, so teaching English language in a manner which equips the students to face the cut-throat competition has become a necessity and a challenge for English language Teachers. English today has become the key determinant for getting success in their career. The hackneyed and stereotypical methods of teaching are not acceptable now. Teachers have no longer remained arbitrary dispensers of knowledge but they are playing the role of a guide and facilitator for the students. Teachers of English are using innovative ideas to make English language teaching and learning interesting and simple. Teachers have started using the literary texts and their analysis to explore and ignite the imagination and creative skills of the students. One needs to think and rethink the contribution of literature to intelligent thinking as well as its role in the process of teaching – learning. My paper would, therefore, be an attempt at exploring the nature of the literary experience in the present day class rooms; and the broader role of literature in life.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"6 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2016-12-31","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67693873","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}
A professional course like engineering strives to get maximum number of its students placed through campus interviews. While communication skills have been added in all the engineering courses with the aim to improve their performance in placement, the syllabus mostly concentrates on the development of four language skills. The students are not made aware of the employability skills and their significance. the increasing competition makes it imperative that apart from a regular degree certain skills are required by engineers. Industries while advertising for various posts even mention essential skills required along with the essential qualification. However skills and the significance of skills while applying for jobs or while facing interviews is a topic which is rarely given consideration while preparing for job interviews or while entering the job market. This paper intends to enlist the importance of skills and why students need to be aware of the skills they possess and how they can work on packaging their candidature around a few skills. Different profession requires different skills and if students identify their skills or acquire certain skills they can unquestionably have an added advantage in the interview and placement. Hence, this paper intends to enlist the skills, the importance of skills, ways to create awareness of individual skills specifically in engineering students who will step into the industry in near future.
{"title":"Empowering Engineering Students through Employability Skills","authors":"Urvashi Kaushal","doi":"10.18870/HLRC.V6I4.358","DOIUrl":"https://doi.org/10.18870/HLRC.V6I4.358","url":null,"abstract":"A professional course like engineering strives to get maximum number of its students placed through campus interviews. While communication skills have been added in all the engineering courses with the aim to improve their performance in placement, the syllabus mostly concentrates on the development of four language skills. The students are not made aware of the employability skills and their significance. the increasing competition makes it imperative that apart from a regular degree certain skills are required by engineers. Industries while advertising for various posts even mention essential skills required along with the essential qualification. However skills and the significance of skills while applying for jobs or while facing interviews is a topic which is rarely given consideration while preparing for job interviews or while entering the job market. This paper intends to enlist the importance of skills and why students need to be aware of the skills they possess and how they can work on packaging their candidature around a few skills. Different profession requires different skills and if students identify their skills or acquire certain skills they can unquestionably have an added advantage in the interview and placement. Hence, this paper intends to enlist the skills, the importance of skills, ways to create awareness of individual skills specifically in engineering students who will step into the industry in near future.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"6 1","pages":"1"},"PeriodicalIF":0.0,"publicationDate":"2016-12-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67693733","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}
A growing body of research in higher education suggests that teachers should move away from traditional lecturing towards more active and student-focus education approaches. Several classroom techniques are available to engage students and achieve more effective teaching and better learning experiences. The purpose of this paper is to share an example of how two of them – case-based teaching, and the use of response technologies – were implemented into a graduate-level food science course. The paper focuses in particular on teaching sensory science and sensometrics, including several concrete examples used during the course, and discussing in each case some of the observed outcomes. Overall, it was observed that the particular initiatives were effective in engaging student participation and promoting a more active way of learning. Case-base teaching provided students with the opportunity to apply their knowledge and their analytical skills to complex, real-life scenarios relevant to the subject matter. The use of audience response systems further facilitated class discussion, and was extremely well received by the students, providing a more enjoyable classroom experience.
{"title":"Enhancing student learning with case-based teaching and audience response systems in an interdisciplinary Food Science course","authors":"D. Giacalone","doi":"10.18870/HLRC.V6I3.304","DOIUrl":"https://doi.org/10.18870/HLRC.V6I3.304","url":null,"abstract":"A growing body of research in higher education suggests that teachers should move away from traditional lecturing towards more active and student-focus education approaches. Several classroom techniques are available to engage students and achieve more effective teaching and better learning experiences. The purpose of this paper is to share an example of how two of them – case-based teaching, and the use of response technologies – were implemented into a graduate-level food science course. The paper focuses in particular on teaching sensory science and sensometrics, including several concrete examples used during the course, and discussing in each case some of the observed outcomes. Overall, it was observed that the particular initiatives were effective in engaging student participation and promoting a more active way of learning. Case-base teaching provided students with the opportunity to apply their knowledge and their analytical skills to complex, real-life scenarios relevant to the subject matter. The use of audience response systems further facilitated class discussion, and was extremely well received by the students, providing a more enjoyable classroom experience.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"6 1","pages":"1-1"},"PeriodicalIF":0.0,"publicationDate":"2016-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67693709","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}
Sara L. Sohr-Preston, Stefanie S. Boswell, Kayla McCaleb, Deanna Robertson
Undergraduate psychology students rated expectations of a bogus professor (randomly designated a man or woman and hot versus not hot) based on an online rating and sample comments as found on RateMyProfessors.com (RMP). Five professor qualities were derived using principal components analysis (PCA): dedication, attractiveness, enhancement, fairness, and clarity. Participants rated current psychology professors on the same qualities. Current professors were divided based on gender (man or woman), age (under 35 or 35 and older), and attractiveness (at or below the median or above the median). Using multivariate analysis of covariance (MANCOVA), students expected hot professors to be more attractive but lower in clarity. They rated current professors as lowest in clarity when a man and 35 or older. Current professors were rated significantly lower in dedication, enhancement, fairness, and clarity when rated at or below the median on attractiveness. Results, with previous research, suggest numerous factors, largely out of professors’ control, influencing how students interpret and create professor ratings. Caution is therefore warranted in using online ratings to select courses or make hiring and promotion decisions.
{"title":"Professor Gender, Age, and \"Hotness\" in Influencing College Students' Generation and Interpretation of Professor Ratings.","authors":"Sara L. Sohr-Preston, Stefanie S. Boswell, Kayla McCaleb, Deanna Robertson","doi":"10.18870/HLRC.V6I3.328","DOIUrl":"https://doi.org/10.18870/HLRC.V6I3.328","url":null,"abstract":"Undergraduate psychology students rated expectations of a bogus professor (randomly designated a man or woman and hot versus not hot) based on an online rating and sample comments as found on RateMyProfessors.com (RMP). Five professor qualities were derived using principal components analysis (PCA): dedication, attractiveness, enhancement, fairness, and clarity. Participants rated current psychology professors on the same qualities. Current professors were divided based on gender (man or woman), age (under 35 or 35 and older), and attractiveness (at or below the median or above the median). Using multivariate analysis of covariance (MANCOVA), students expected hot professors to be more attractive but lower in clarity. They rated current professors as lowest in clarity when a man and 35 or older. Current professors were rated significantly lower in dedication, enhancement, fairness, and clarity when rated at or below the median on attractiveness. Results, with previous research, suggest numerous factors, largely out of professors’ control, influencing how students interpret and create professor ratings. Caution is therefore warranted in using online ratings to select courses or make hiring and promotion decisions.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"6 1","pages":"1-1"},"PeriodicalIF":0.0,"publicationDate":"2016-09-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67693787","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}
The status and working conditions of the academic profession worldwide are under strain due to both mass access and budget constraints. While the profession faces different challenges in different regions, the professoriate is confronting significant difficulties everywhere. ... It is possible that up to half of the world's university teachers have only earned a bachelor's degree. In much of the world half the academic staff is close to retirement. There are too few new PhDs produced to replace those leaving the profession. ... In many Latin American countries, up to 80 per cent of the teachers in higher education are employed part-time. ... Moreover, in recent years, a global academic marketplace has developed: academics are internationally mobile. (UNESCO, 2015, p. 56)Can the higher education faculty sustain itself as a profession? And why does this question matter as much as more frequently asked questions regarding access, costs, quality, governance, and competitiveness? Are those who educate-teachers, scholars, and supporters-so different from nation to nation, culture to culture, economy to economy as to preclude any commonality that might underlie a shared profession worldwide? This special issue of Higher Learning Research Communications seeks to address these questions by posing as a unifying concept the academic profession's duty to the common good. It is a duty that of necessity and of increasing urgency transcends borders and boundaries of every kind.The United Nations Educational, Scientific and Cultural Organization (UNESCO) warns that the world's population of teachers, including postsecondary teachers, faces daunting challenges and limitations, which may hamper the world's ability to ensure opportunity and sustainability for humanity (2015). Education is a central avenue by which nations and people seek to improve the status of the collective, just as they use it for more self-interested purposes. Elementary and secondary schooling are the baseline for individual and societal wellbeing-as reflected in the United Nations' (UN) Millennium Development Goals, which called for achieving universal primary education by 2015. Higher education is essential for creating the advanced knowledge and human capital necessary to address the world's most challenging issues, ranging from the environment to health to security to societal stability with such immediate crises as drought and climate change, terrorism, migration, famine, and health epidemics.While enormous progress was made in achieving the UN's 2015 goal, especially in expanding access to education for girls and women at primary and secondary levels, the necessity of greatly enhanced education is now universally recognized as essential to global progress, equity, and justice. The 2030 UN Sustainable Development Goals step up the expectations for education, calling forinclusive and equitable quality education at all levels - early childhood, primary, secondary, tertiary, technical and v
由于大量获取和预算限制，世界范围内学术职业的地位和工作条件都处于紧张状态。虽然这个职业在不同的地区面临着不同的挑战，但教授在各地都面临着重大的困难. ...世界上可能有多达一半的大学教师只获得了学士学位。在世界大部分地区，一半的学术人员接近退休。新产生的博士太少，无法取代那些离开这个行业的博士. ...在许多拉丁美洲国家，高等教育中多达80%的教师是非全时受雇. ...此外，近年来，一个全球学术市场已经发展起来:学者在国际上流动。(UNESCO, 2015, p. 56)高等教育教师能否作为一种职业维持下去?为什么这个问题与更常见的关于获取、成本、质量、治理和竞争力的问题一样重要?那些从事教育工作的人——教师、学者和支持者——是否在不同的国家、不同的文化、不同的经济之间存在如此大的差异，以至于排除了任何可能构成全球共同职业的共性?本期《高等教育研究通讯》特刊试图通过将学术职业对共同利益的责任作为一个统一的概念来解决这些问题。这是一种超越国界和各种界限的必要和日益紧迫的责任。联合国教育、科学及文化组织(教科文组织)警告说，世界上的教师人口，包括高等教育教师，面临着严峻的挑战和限制，这可能会阻碍世界确保人类机会和可持续性的能力。教育是国家和人民寻求提高集体地位的中心途径，正如他们利用它来实现更多的私利目的一样。小学和中学教育是个人和社会福祉的基础，这反映在联合国千年发展目标中，该目标要求到2015年普及小学教育。高等教育对于创造解决世界上最具挑战性的问题所必需的先进知识和人力资本至关重要，这些问题从环境到健康，从安全到社会稳定，以及干旱和气候变化、恐怖主义、移民、饥荒和流行病等迫在眉睫的危机。虽然在实现联合国2015年目标方面取得了巨大进展，特别是在扩大女童和妇女接受中小学教育的机会方面，但现在人们普遍认为，大力加强教育的必要性对全球进步、公平和正义至关重要。2030年联合国可持续发展目标提高了对教育的期望，呼吁在幼儿、小学、中学、大学、技术和职业培训等各个层面提供包容和公平的优质教育。所有人，不论性别、年龄、种族或族裔，以及残疾人、移徙者、土著人民、儿童和青年，特别是处境脆弱的人，都应该有机会获得终身学习的机会，帮助他们获得利用机会和充分参与社会所需的知识和技能。”(联合国大会，第7页)在一个前所未有的社会混乱和移民时代，高等教育面临的挑战是艰巨的，具有不可预见的长期后果。高等教育提供了先进的知识，这些知识通常允许创新和改善群体(文化，政治，宗教，经济或地理)以及整个国家，地区或世界的生活质量。提供教育和培训所需的结构受到人员传递内容、吸引学生、进行研究和管理组织的共同需求的约束。…
{"title":"The Global Common Good and the Future of Academic Professionals","authors":"Genevieve G. Shaker","doi":"10.18870/HLRC.V6I2.333","DOIUrl":"https://doi.org/10.18870/HLRC.V6I2.333","url":null,"abstract":"The status and working conditions of the academic profession worldwide are under strain due to both mass access and budget constraints. While the profession faces different challenges in different regions, the professoriate is confronting significant difficulties everywhere. ... It is possible that up to half of the world's university teachers have only earned a bachelor's degree. In much of the world half the academic staff is close to retirement. There are too few new PhDs produced to replace those leaving the profession. ... In many Latin American countries, up to 80 per cent of the teachers in higher education are employed part-time. ... Moreover, in recent years, a global academic marketplace has developed: academics are internationally mobile. (UNESCO, 2015, p. 56)Can the higher education faculty sustain itself as a profession? And why does this question matter as much as more frequently asked questions regarding access, costs, quality, governance, and competitiveness? Are those who educate-teachers, scholars, and supporters-so different from nation to nation, culture to culture, economy to economy as to preclude any commonality that might underlie a shared profession worldwide? This special issue of Higher Learning Research Communications seeks to address these questions by posing as a unifying concept the academic profession's duty to the common good. It is a duty that of necessity and of increasing urgency transcends borders and boundaries of every kind.The United Nations Educational, Scientific and Cultural Organization (UNESCO) warns that the world's population of teachers, including postsecondary teachers, faces daunting challenges and limitations, which may hamper the world's ability to ensure opportunity and sustainability for humanity (2015). Education is a central avenue by which nations and people seek to improve the status of the collective, just as they use it for more self-interested purposes. Elementary and secondary schooling are the baseline for individual and societal wellbeing-as reflected in the United Nations' (UN) Millennium Development Goals, which called for achieving universal primary education by 2015. Higher education is essential for creating the advanced knowledge and human capital necessary to address the world's most challenging issues, ranging from the environment to health to security to societal stability with such immediate crises as drought and climate change, terrorism, migration, famine, and health epidemics.While enormous progress was made in achieving the UN's 2015 goal, especially in expanding access to education for girls and women at primary and secondary levels, the necessity of greatly enhanced education is now universally recognized as essential to global progress, equity, and justice. The 2030 UN Sustainable Development Goals step up the expectations for education, calling forinclusive and equitable quality education at all levels - early childhood, primary, secondary, tertiary, technical and v","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"13 3 1","pages":"155-167"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67693647","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}
The writers of the UNESCO document, Rethinking education: Towards a global common good? challenge educators to address their efforts to meet the current threats to sustainable life for all who share this planet. One way that higher education has been attempting to do this is through campus-community partnerships working to solve social problems locally or further afield. In this exploratory study, answers were sought to the question of why faculty members and administrators participate in these service partnerships, both in terms of what motivates them to do so and what they hope to accomplish, and how cultural context may influence their answers. Answers to these questions may have implications for faculty recruitment and support and for curriculum design and student preparation for serving the common good as well as for the larger vision of how institutions might fulfill their social responsibility. Using one-on-one semi-structured interviews in a number of different countries, some trends could be identified. Responding to a sense of duty was found across all cultural contexts as a primary motivator for faculty members and administrators, but how duty was interpreted and legitimized depended on their various religious and political grounds. Cultural context also influenced whether participants saw their impact as empowering their service partners or establishing social justice.
{"title":"Cultural Perspectives on Social Responsibility in Higher Education","authors":"Iris M. Yob","doi":"10.18870/HLRC.V6I2.306","DOIUrl":"https://doi.org/10.18870/HLRC.V6I2.306","url":null,"abstract":"The writers of the UNESCO document, Rethinking education: Towards a global common good? challenge educators to address their efforts to meet the current threats to sustainable life for all who share this planet. One way that higher education has been attempting to do this is through campus-community partnerships working to solve social problems locally or further afield. In this exploratory study, answers were sought to the question of why faculty members and administrators participate in these service partnerships, both in terms of what motivates them to do so and what they hope to accomplish, and how cultural context may influence their answers. Answers to these questions may have implications for faculty recruitment and support and for curriculum design and student preparation for serving the common good as well as for the larger vision of how institutions might fulfill their social responsibility. Using one-on-one semi-structured interviews in a number of different countries, some trends could be identified. Responding to a sense of duty was found across all cultural contexts as a primary motivator for faculty members and administrators, but how duty was interpreted and legitimized depended on their various religious and political grounds. Cultural context also influenced whether participants saw their impact as empowering their service partners or establishing social justice.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"10 1","pages":"116-136"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67693023","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}
American universities and colleges have always been a bastion of liberalism and progressive thought. Historically, the academic community has supported social justice issues, given a voice to the poor, minorities and the disadvantaged, and brought to light subjects that are considered taboo elsewhere. Indeed, many social movements have either started in American universities or been energized by the actions of university students and faculty, and often with the support of university administrations. Yet, when it comes to dealing with global issues that affect poor nations, universities have not always acted as change agents. In some cases, universities have to been passive onlookers or been complacent in participating in maintaining the status quo. This essay discusses the external environmental challenges and the internal constraints that universities and colleges must grapple with in their efforts to play in the global sphere. Further, it espouses ways in which universities might contribute to the global common good through their actions externally, particularly with regard to public policy, and internally within their campuses. A particular emphasis is given to Africa.
{"title":"Extending the progressive tradition to poor countries: The role of universities and colleges","authors":"Shiko Gathuo","doi":"10.18870/HLRC.V6I2.296","DOIUrl":"https://doi.org/10.18870/HLRC.V6I2.296","url":null,"abstract":"American universities and colleges have always been a bastion of liberalism and progressive thought. Historically, the academic community has supported social justice issues, given a voice to the poor, minorities and the disadvantaged, and brought to light subjects that are considered taboo elsewhere. Indeed, many social movements have either started in American universities or been energized by the actions of university students and faculty, and often with the support of university administrations. Yet, when it comes to dealing with global issues that affect poor nations, universities have not always acted as change agents. In some cases, universities have to been passive onlookers or been complacent in participating in maintaining the status quo. This essay discusses the external environmental challenges and the internal constraints that universities and colleges must grapple with in their efforts to play in the global sphere. Further, it espouses ways in which universities might contribute to the global common good through their actions externally, particularly with regard to public policy, and internally within their campuses. A particular emphasis is given to Africa.","PeriodicalId":37033,"journal":{"name":"Higher Learning Research Communications","volume":"6 1","pages":"102-115"},"PeriodicalIF":0.0,"publicationDate":"2016-06-30","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67693241","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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