المؤلفون: Beighton, Christain

المصدر: Journal for Critical Education Policy Studies. Dec 2020 18(3):57-85.

Peer Reviewed: Y

Page Count: 29

Descriptors: Ethics, Racial Bias, National Security, Higher Education, Equal Education, Civil Rights, Reports, International Education, Social Mobility, Excellence in Education, Criticism, Educational Philosophy, Role, Discourse Analysis, Investment

مستخلص: This paper critically examines Equality and Human Rights Commission's (EHRC) 2019 report into racism in United Kingdom Higher Education. After outlining the context of the report, the paper is situated within discourses of internationalization in higher education (HE) and those of investment, excellence and social mobility. Using transversality, an analytical tool developed by Gilles Deleuze, as a means of critiquing these connections, two groups of findings are presented. First, the report misrepresents the role of racism in HE as an isolated phenomenon rather than as an integral part of the discourse, logic and practices of internationalized HE. Specifically, it masks the discourses of investment, mobility and excellence that underpin it. Second, the report evidences, but fails to identify, the negative consequences of internationalization in higher education discourse. Specifically, discourses of investment, excellence and mobility are linked to the threat of decomplexification, securitization and, ultimately, ethical vacuity in HE.

Abstractor: As Provided

URL الوصول: http://www.jceps.com/wp-content/uploads/2020/12/18-3-3.pdf

المؤلفون: Felten, Peter, Lambert, Leo M.

المصدر: Johns Hopkins University Press. 2020.

Peer Reviewed: N

Page Count: 208

Descriptors: Higher Education, Excellence in Education, Educational Experience, Peer Relationship, Teacher Student Relationship, Student Attitudes, Teacher Attitudes, Undergraduate Students, Expectation, Academic Achievement, First Generation College Students, Barriers, Equal Education, Academic Aspiration, College Faculty

مستخلص: What single factor makes for an excellent college education? As it turns out, it's pretty simple: human relationships. Decades of research demonstrate the transformative potential and the lasting legacies of a relationship-rich college experience. Critics suggest that to build connections with peers, faculty, staff, and other mentors is expensive and only an option at elite institutions where instructors have the luxury of time with students. But in this revelatory book brimming with the voices of students, faculty, and staff from across the country, Peter Felten and Leo M. Lambert argue that relationship-rich environments can and should exist for all students at all types of institutions. In "Relationship-Rich Education," Felten and Lambert demonstrate that for relationships to be central in undergraduate education, colleges and universities do not require immense resources, privileged students, or specially qualified faculty and staff. All students learn best in an environment characterized by high expectation and high support, and all faculty and staff can learn to teach and work in ways that enable relationship-based education. Emphasizing the centrality of the classroom experience to fostering quality relationships, Felten and Lambert focus on students' influence in shaping the learning environment for their peers, as well as the key difference a single, well-timed conversation can make in a student's life. They also stress that relationship-rich education is particularly important for first-generation college students, who bring significant capacities to college but often face long-standing inequities and barriers to attaining their educational aspirations. Drawing on nearly 400 interviews with students, faculty, and staff at 29 higher education institutions across the country, "Relationship-Rich Education" provides readers with practical advice on how they can develop and sustain powerful relationship-based learning in their own contexts. Ultimately, the book is an invitation--and a challenge--for faculty, administrators, and student life staff to move relationships from the periphery to the center of undergraduate education.

Abstractor: As Provided

URL الوصول: https://jhupbooks.press.jhu.edu/title/relationship-rich-education

المؤلفون: Wolfensberger, Marca, Hogenstijn, Maarten

المصدر: Education Sciences. 2016 6.

Peer Reviewed: Y

Page Count: 15

Descriptors: Talent, Talent Development, Higher Education, Honors Curriculum, Specialists, Excellence in Education, Role, Incentives, Educational Quality, Educational Change, Comparative Education, Foreign Countries, College Admission, Admission Criteria, Elementary Secondary Education, Educational History, Semi Structured Interviews

مصطلحات جغرافية: Denmark, Norway, Sweden

مستخلص: For decades, Scandinavian culture effectively prohibited the development of special provisions for talented students in higher education. However, in recent years, a cultural shift has gradually made more room for excellence and talent development in the national discourses. This paper analyzes the climate for talent development in Denmark, Sweden, and Norway. Following a first inventory of honors programs in Scandinavian higher education in which the only programs were found in Denmark, 10 experts were interviewed to analyze their national situation and reflect on the leading role of Denmark. In this country, external incentives, focus on quality, pioneers, and an open atmosphere were found to produce a culture more appreciative of excellence over the last decade. Starting from the Danish experience, the situation in Norway and Sweden is analyzed, showing that the combination of factors leading to change in Denmark is not yet present here. Lessons for other countries are highlighted, notably the importance of sharing information and exchanging knowledge at an international level.

Abstractor: As Provided

المؤلفون: Higher Education Funding Council for England (HEFCE)

المصدر: Higher Education Funding Council for England. 2016.

Peer Reviewed: N

Page Count: 15

Descriptors: Qualitative Research, Educational Innovation, Higher Education, Teaching Methods, Learning Processes, Learning Experience, Educational Finance, Focus Groups, Interviews, Sustainability, Educational Change, Foreign Countries, Costs, Risk, Outcomes of Education, Guidelines, Excellence in Education

مصطلحات جغرافية: Australia

مستخلص: This document presents the findings of a small-scale qualitative study into the motivations of higher education providers for pursuing strategic-level innovations in learning and teaching; the source of these innovations; their impact on the learning experience of students; and their financial implications for higher education providers. The project tells us why some institutions invest in innovation in learning and teaching, and what the enablers of innovation in higher education are.

Abstractor: As Provided

المؤلفون: European University Association (EUA) (Belgium)

المصدر: European University Association. 2020.

Peer Reviewed: N

Page Count: 10

Descriptors: Universities, COVID-19, Pandemics, Social Problems, Strategic Planning, Institutional Cooperation, International Cooperation, International Organizations, Decision Making, Best Practices, Public Policy, Public Opinion, Foreign Countries, Expertise, Advocacy, Social Change, Excellence in Education, Conferences (Gatherings), Administrators, Global Approach, Educational Planning

مصطلحات جغرافية: Europe

مستخلص: The need for strong universities has never been greater in addressing societal challenges. The COVID-19 pandemic, climate change, resource scarcity, ageing populations, migration and managing artificial intelligence are among the many examples of areas where universities have a major impact. The need for bold, cohesive, collective action across European universities is unprecedented. European University Association (EUA) has a key role to play as the major forum for pan-European university decision making, as a platform for sharing university institutional best practices, and as the voice of the sector in influencing public policy and opinion. In this new strategic plan, EUA presents an outline of its vision, values, goals, priorities and working methods. This document was produced through extensive consultation with members, external stakeholders and staff. It will inform the development of annual operational plans that will set out concrete actions and ensure relevance in the face of rapidly changing circumstances.

Abstractor: As Provided

URL الوصول: https://eua.eu/downloads/publications/eua%20strategic%20plan%20final.pdf

المؤلفون: Islam, Md. Shahriar, Stamp, Kerry

المصدر: Research in Comparative and International Education. Mar 2020 15(1):69-75.

Peer Reviewed: Y

Page Count: 7

Descriptors: Higher Education, Cultural Awareness, Excellence in Education, Global Approach, Interdisciplinary Approach, International Education, Inclusion, Evaluation Methods, College Curriculum, Teaching Methods

مستخلص: In the final article of the special issue, we offer a reflection on the ideas presented by the authors and recommendations for future research on implementation and assessment of Global, International, and Intercultural (GII) competencies in higher education. Themes identified from the articles include the intersection of GII competencies and inclusive excellence in higher education, the importance of integrating GII learning into the core curriculum, and the high impact of interdisciplinary approaches. Parallel recommendations for future scholarship include: further application of the inclusive excellence framework to GII competencies research, additional study on methods for integration of GII learning into core curriculum, and attention to successful strategies for application within interdisciplinary settings.

Abstractor: As Provided

المؤلفون: Deem, Rosemary, Baird, Jo-Anne (ORCID 0000-0001-5974-3237)

المصدر: Journal of Educational Change. Feb 2020 21(1):215-243.

Peer Reviewed: Y

Page Count: 29

Descriptors: Outcomes of Education, Higher Education, Educational Legislation, Foreign Countries, Competition, Excellence in Education, Marketing, Educational Policy, Debt (Financial), Educational Quality, Educational Change, Accountability, Universities, Instructional Improvement

مصطلحات جغرافية: United Kingdom (England)

مستخلص: This paper explores what underlies the recent introduction of a Higher Education Teaching Excellence Framework (TEF) in England. Related changes to the higher education landscape are discussed: the 2017 Higher Education Act and creation of a new HE regulator, the Office for Students. How TEF works and some of the consequences of TEF are outlined. As well as discussing what constitutes teaching excellence and what TEF itself is attempting to signal (which includes graduate destinations), we also analyse the underpinning ideologies and logics of choosing metrics to assess teaching excellence, albeit accompanied by peer panel evaluation of institutional written submissions, in determining Gold, Silver and Bronze TEF outcomes. We introduce the notion of TEF as an index rather than a measure. It is suggested that what underlies the English TEF is not about improving teaching but rather an endeavour to pit universities against each other in a highly marketised competitive system with an oversupply of places, in which student debt levels are rising fast. TEF policy is considered with respect to features that would be required of an intelligent accountability system for higher education teaching quality.

Abstractor: As Provided

المؤلفون: Stack, Michelle (ORCID 0000-0001-5569-1054)

المصدر: Policy Reviews in Higher Education. 2020 4(1):4-24.

Peer Reviewed: Y

Page Count: 21

Descriptors: Higher Education, Universities, Reputation, Awards, Excellence in Education, Educational Quality, Institutional Evaluation, Advisory Committees, College Administration, Males, Whites, Social Networks, Network Analysis, Discourse Analysis, Educational Policy, College Faculty, Human Capital, Entrepreneurship, Scientific Research, Equal Education, Diversity (Institutional), Inclusion, Web Sites, Periodicals, College Presidents, Marketing, Foreign Countries, Institutional Advancement

مصطلحات جغرافية: United Kingdom (England)

مستخلص: Drawing on the concepts of mediatisation and celebrification, this paper analyses how the Nobel Prize is used as a proxy of excellence by the 'Big Three' university rankers and top-ranked universities. Ranking advisories, university leadership at top-ranked institutions, and Nobel Prize adjudication committees are overwhelming from the same demographic: white men from the Global North. Who they deem 'world class' is overwhelmingly from the same demographic. Even though universities no longer have policies that keep out equity-seeking groups, the metrics used to determine world-classness re-entrench who is seen as a scholarly and administrative leader in higher education and what is considered world class knowledge. Drawing on social network analysis and multimedia critical discourse analysis, this paper argues that Nobel adjudication committees, ranking advisories and the leadership of top-ranked institutions form an echo chamber that conflates academic excellence with being white, male, wealthy, and famous. The paper concludes with the urgent need to address the cognitive dissonance of universities promoting spurious media-based metrics while at the same time claiming a commitment to equity policies and practices.

Abstractor: As Provided

المؤلفون: Chuchalin, Alexander

المصدر: European Journal of Engineering Education. 2020 45(1):103-112.

Peer Reviewed: Y

Page Count: 10

Descriptors: Engineering Education, Standards, Educational Quality, Universities, Excellence in Education, Graduate Students, Undergraduate Students, Foreign Countries, Masters Programs, Doctoral Programs, Program Improvement, Course Descriptions, Accreditation (Institutions)

مصطلحات جغرافية: Russia

مستخلص: The CDIO Standards are effective means for upgrading and improving the quality of basic engineering education. In 2013-2016, a group of 21 leading Russian universities became participants of '5-100 Russian academic excellence project' and focused on graduate and postgraduate engineering education. Evolution of the CDIO Standards for modernising and improving the quality of MSc and PhD programmes has become urgent need. For that reason, based on the general idea of the CDIO approach different conceptual models for graduate and postgraduate engineering programmes design were proposed and developed. The FCDI Syllabus v1 and FFCD Syllabus v1 developed by analogy with the CDIO Syllabus v2, as well as the FCDI Standards and FFCD Standards developed by analogy with the CDIO Standards are presented in the paper.

Abstractor: As Provided

المؤلفون: Hayes, Aneta (ORCID 0000-0003-3074-9795), Cheng, Jie

المصدر: Teaching in Higher Education. 2020 25(4):493-509.

Peer Reviewed: Y

Page Count: 17

Descriptors: Educational Quality, Data Collection, Data Analysis, Teacher Effectiveness, Benchmarking, Excellence in Education, Teaching Methods, Educational Philosophy, Higher Education, Outcomes of Education

مستخلص: The paper critiques key international teaching excellence and higher education outcomes frameworks for their lack of attention to epistemic equality. It subsequently argues that adequate 'datafication' of these frameworks, to demonstrate the extent to which universities offer teaching experiences which promote intellectual equivalence of all 'knowers' could advance present understandings of teaching excellence beyond benchmarked performativity. The paper theorises the philosophical basis of a changed 'datafication' process under selected national and supra-national frameworks for measuring teaching excellence at universities and shows, by statistically modelling selected national data, how a 'metric' evaluating universities on epistemic equality could work in practice.

Abstractor: As Provided