Results for 'higher education'

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  1.  78
    Higher Education, Knowledge For Its Own Sake, and an African Moral Theory.Thaddeus Metz - 2009 - Studies in Philosophy and Education 28 (6):517-536.
    I seek to answer the question of whether publicly funded higher education ought to aim intrinsically to promote certain kinds of ‘‘blue-sky’’ knowledge, knowledge that is unlikely to result in ‘‘tangible’’ or ‘‘concrete’’ social benefits such as health, wealth and liberty. I approach this question in light of an African moral theory, which contrasts with dominant Western philosophies and has not yet been applied to pedagogical issues. According to this communitarian theory, grounded on salient sub-Saharan beliefs and practices, (...)
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  2.  76
    Higher Education Pedagogies: A Capabilities Approach.Melanie Walker - 2006 - Open University Press.
    This book sets out to generate new ways of reflecting ethically about the purposes and values of contemporary higher education in relation to agency, learning, public values and democratic life, and the pedagogies which support these.
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  3. The Postmodern University? Contested Visions of Higher Education in Society.Anthony Smith, Frank Webster & Society for Research Into Higher Education - 1997
  4.  24
    Beyond Higher Education as We Know It: Gesturing Towards Decolonial Horizons of Possibility.Sharon Stein - 2019 - Studies in Philosophy and Education 38 (2):143-161.
    This article addresses the conceptual challenges of articulating the ethical–political limits of ‘higher education as we know it’, and the practical challenges of exploring alternative formations of higher education that are unimaginable from within the dominant imaginary of the higher education field. This article responds to the contemporary conjuncture in which possible futures have been significantly narrowed, and yet these possibilities also appear increasingly unsustainable and unethical. It invites scholars of higher education (...)
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  5.  65
    Higher Education in a State of Crisis: A Perspective From a Students' Quality Circle. [REVIEW]Rebekah Nahai & Sophie Österberg - 2012 - AI and Society 27 (3):387-398.
    This article introduces a Students’ Quality Circle in higher education, in the context of current debates. With increasing numbers of students entering the university and constrained financial resources in the sector, new approaches are needed, with new partnership between lecturers and students. The first Students’ Quality Circle at Kingston is located in a wider international context.
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  6. Trends of Palestinian Higher Educational Institutions in Gaza Strip as Learning Organizations.Samy S. Abu Naser, Mazen J. Al Shobaki, Youssef M. Abu Amuna & Amal A. Al Hila - 2017 - International Journal of Digital Publication Technology 1 (1):1-42.
    The research aims to identify the trends of Palestinian higher educational institutions in Gaza Strip as learning organizations from the perspective of senior management in the Palestinian universities in Gaza Strip. The researchers used descriptive analytical approach and used the questionnaire as a tool for information gathering. The questionnaires were distributed to senior management in the Palestinian universities. The study population reached (344) employees in senior management is dispersed over (3) Palestinian universities. A stratified random sample of (182) employees (...)
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  7.  44
    Higher Education for Business.R. A. Gordon & J. E. Howell - 1960 - British Journal of Educational Studies 9 (1):91-91.
  8. Changing Higher Education and Welfare States in Postcommunist Central Europe: New Contexts Leading to New Typologies?Marek Kwiek - 2014 - Human Affairs 24 (1):48-67.
    The paper links higher education reforms and welfare states reforms in postcommunist Central European countries. It links current higher education debates and public sector debates , stressing the importance of communist-era legacies in both areas. It refers to existing typologies of both higher education governance and welfare state regimes and concludes that the lack of the inclusion of Central Europe in any of them is a serious theoretical drawback in comparative social research. The region (...)
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  9.  6
    Higher Education, Academic Communities, and the Intellectual Virtues.Ward E. Jones - 2012 - Educational Theory 62 (6):695-711.
    Because higher education brings members of academic communities in direct contact with students, the reflective higher education student is in an excellent position for developing two important intellectual virtues: confidence and humility. However, academic communities differ as to whether their members reach consensus, and their teaching practices reflect this difference. In this essay, Ward Jones argues that both consensus‐reaching and non‐consensus‐reaching communities can encourage the development of intellectual confidence and humility in their students, although each will (...)
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  10.  8
    Higher Education and Inequality.Roger Brown - 2018 - Perspectives: Policy and Practice in Higher Education 22 (2):37-43.
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  11.  64
    Higher Education, Democracy and Citizenship €“ the Democratic Potential of the University?Tomas Englund - 2002 - Studies in Philosophy and Education 21 (4/5):281-287.
    From a historical point of view, theuniversity as an institution has had the roleof educating an elite, rather than any obvioustask of enforcing democracy. But what kind ofexpectations regarding citizenship anddemocracy can we justifiably have when it comesto the role of higher education and ouruniversities today when higher education isundergoing a process of massification. Couldthe university eventually become a place fordeliberative communication, developingdeliberative qualities among its many students?According to the contributions presented here –stemming from a conference (...)
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  12.  24
    Higher Education, Pedagogy and the 'Customerisation' of Teaching and Learning.Kevin Love - 2008 - Journal of Philosophy of Education 42 (1):15-34.
    It is well documented that the application of business models to the higher education sector has precipitated a managerialistic approach to organisational structures ( Preston, 2001 ). Less well documented is the impact of this business ideal on the student-teacher encounter. It is argued that this age-old relation is now being configured (conceptually and organisationally) in terms peculiar to the business sector: as a customer-product relation. It is the applicability and suitability of such a configuration that specifically concerns (...)
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  13. Can Higher Education Foster Higher Morals?Derek Bok - 1988 - Business and Society Review 66 (1998):4-12.
  14.  30
    Higher Education and Problems of Citizenship Formation.Morgan White - 2012 - Journal of Philosophy of Education 46 (4):112-127.
    The purpose of the university should be grounded in the concept of citizenship rather than the promise of increased future earnings and research consultancy work. However, this conception of citizenship should be republican rather than liberal. British higher education institutions have suffered at the hands of mechanisms intended to promote accountability. The concept of accountability has undermined the legitimate authority of the university. As pressures from student fee increases, fiscal austerity and accountability mechanisms further undermine the ethic of (...)
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  15.  10
    The Heart of Higher Education: A Call to Renewal.Parker J. Palmer - 2010 - Jossey-Bass.
    This book should and will inspire debate about our larger purpose, about how we can go beyond the traditional silos in which we work for the sake of individual ...
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  16.  1
    Higher Education and the Market.Roger Brown - 2008 - Perspectives: Policy and Practice in Higher Education 12 (3):78-83.
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  17.  31
    Higher Education and the University.Ronald Barnett & Paul Standish - 2003 - In Nigel Blake (ed.), The Blackwell Guide to the Philosophy of Education. Blackwell. pp. 215--233.
  18.  14
    Higher Education, Collaboration and a New Economics.Amanda Fulford - 2016 - Journal of Philosophy of Education 50 (3):371-383.
    In this article I take as my starting point the economist, Jeremy Rifkin's, claims about the rise of what he calls the ‘collaborative commons’. For Rifkin, this is nothing less than the emergence of a new economic paradigm where traditional consumers exploit the possibilities of technology, and position themselves as ‘pro-sumers’. This emphasises their role in production rather than consumption alone, and shows how they aim to bypass a range of capitalist markets, from publishing to the music industry. In asking (...)
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  19.  68
    The Final Ends of Higher Education in Light of an African Moral Theory.Thaddeus Metz - 2009 - Journal of Philosophy of Education 43 (2):179-201.
    From the perspective of an African ethic, analytically interpreted as a philosophical principle of right action, what are the proper final ends of a publicly funded university and how should they be ranked? To answer this question, I first provide a brief but inclusive review of the literature on Africanising higher education from the past 50 years, and contend that the prominent final ends suggested in it can be reduced to five major categories. Then, I spell out an (...)
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  20.  63
    Moral Judgement Development in Higher Education: Insights From the Defining Issues Test.Patricia M. King & Matthew J. Mayhew - 2002 - Journal of Moral Education 31 (3):247-270.
    This article reviews 172 studies that used the Defining Issues Test to investigate the moral development of undergraduate college students and provides an organisational framework for analysing educational contexts in higher education. These studies addressed collegiate outcomes related to character or civic outcomes, selected aspects of students' collegiate experiences related to moral judgement development and changes in moral reasoning during the college years as they related to changes in other domains of development. Findings suggest that dramatic gains in (...)
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  21.  49
    Higher Education, Academic Communities, and the Intellectual Virtues.Ward E. Jones - 2012 - Educational Theory 62 (6):695-711.
    Because higher education brings members of academic communities in direct contact with students, the reflective higher education student is in an excellent position for developing two important intellectual virtues: confidence and humility. However, academic communities differ as to whether their members reach consensus, and their teaching practices reflect this difference. In this essay, Ward Jones argues that both consensus‐reaching and non‐consensus‐reaching communities can encourage the development of intellectual confidence and humility in their students, although each will (...)
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  22.  12
    Ethics Teaching in Higher Education.James M. Giarelli - 1980
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  23.  14
    Higher Education in the Ancient World.S. Usher & M. L. Clarke - 1972 - Journal of Hellenic Studies 92 (1):214-214.
  24.  59
    Data Analytics in Higher Education: Key Concerns and Open Questions.Alan Rubel & Kyle M. L. Jones - 2017 - University of St. Thomas Journal of Law and Public Policy 1 (11):25-44.
    “Big Data” and data analytics affect all of us. Data collection, analysis, and use on a large scale is an important and growing part of commerce, governance, communication, law enforcement, security, finance, medicine, and research. And the theme of this symposium, “Individual and Informational Privacy in the Age of Big Data,” is expansive; we could have long and fruitful discussions about practices, laws, and concerns in any of these domains. But a big part of the audience for this symposium is (...)
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  25.  65
    Leveraging Higher Education's Role in Social Evolution: A Paradigmatic Strategy.Nancy Glock-Grueneich - 2008 - World Futures 64 (5):536-553.
    (2008). Leveraging Higher Education's Role in Social Evolution: A Paradigmatic Strategy. World Futures: Vol. 64, Postformal Thought and Hierarchical Complexity, pp. 536-553.
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  26.  60
    Mindfulness in Higher Education.Mirabai Bush - 2011 - Contemporary Buddhism 12 (1):183--197.
    This paper explores the introduction of mindfulness into courses in higher education. Some of these courses are taught by Buddhist scholars; others are taught by scholars within other disciplines who themselves have a meditation practice. Those scholars included here represent a much larger number in diverse settings, including state universities, liberal arts colleges, Ivy League institutions, and historically black colleges. They teach in almost every discipline, including architecture, poetry, chemistry, economics, and law. The courses discussed in this paper (...)
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  27. Who Should Pay for Higher Education?Paul Bou-Habib - 2010 - Philosophy of Education 44 (4):479-495.
    Policies that shift the costs of higher education from the taxpayer to the university student or graduate are increasingly popular, yet they have not been subjected to a thorough normative analysis. This paper provides a critical survey of the standard arguments that have been used in the public debate on higher education funding. These arguments are found to be wanting. In their place, the paper offers a more systematic approach for dealing with the normative issues raised (...)
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  28.  41
    Ethical Behavior in Higher Educational Institutions: The Role of the Code of Conduct. [REVIEW]Zabihollah Rezaee, Robert C. Elmore & Joseph Z. Szendi - 2001 - Journal of Business Ethics 30 (2):171 - 183.
    The report of the Treadway Commission suggests that all public companies should establish effective written codes of conduct in promoting honorable behavior by corporations. The need for written "codes of conduct" for businesses is evident in the current literature. However, there is not sufficient evidence regarding the implication of codes of conduct in a college. Academic dishonesty has become an important issue in institutions of higher education. Codes of conduct can also provide a basis for ethical behavior in (...)
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  29.  21
    European Higher Education Under the Spell of University Rankings.Philippe van Parijs - 2009 - Ethical Perspectives 16 (2):189-206.
    'The evaluation and ranking of our universities and their departments is here to stay. Should we oppose them, denounce them, sabotage them as much as we can? Or can and should we use them, refashion them, expand them, in such a way that our universities end up fulfilling their various functions better than before, without worsening our lives or those of our students in the process?' These were the questions put to the keynote speakers and over one hundred participants at (...)
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  30.  12
    Higher Education in the Ancient World.J. V. Muir & M. L. Clarke - 1972 - British Journal of Educational Studies 20 (1):99.
  31.  61
    Competencies in Higher Education: A Critical Analysis From the Capabilities Approach.J. Felix Lozano, Alejandra Boni, Jordi Peris & Andrés Hueso - 2012 - Journal of Philosophy of Education 46 (1):132-147.
    With the creation of the European Higher Education Area, universities are undergoing a significant transformation that is leading towards a new teaching and learning paradigm. The competencies approach has a key role in this process. But we believe that the competence approach has a number of limitations and weaknesses that can be overcome and supplanted by the capabilities approach. In this article our objective is twofold: first, make a critical analysis of the concept of competence as it is (...)
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  32.  2
    Higher Education and the Negotiated Process of Hegemony: Embedded Resistance Among Mormon Women.Debbie Storrs & John Mihelich - 2003 - Gender and Society 17 (3):404-422.
    This article examines how 20 female college students who identified as members of the Church of Jesus Christ of Latter-day Saints negotiated its gender ideology to legitimate their educational goals. The young LDS women creatively employed equality, professionalism, and essentialist discourses to craft a coherent identity as a “good LDS woman” that incorporated their pursuit of higher education. Beyond providing an in-depth look at how college-age LDS women “do gender,” the analysis informs our understanding of the persistence of (...)
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  33.  21
    Higher Education and Non-Violent Civil Disobedience.J. Rosales - 2011 - Ethics in Science and Environmental Politics 11 (1):17-18.
  34.  17
    The Managerial Turn in Higher Education? On the Interplay of Organizational and Occupational Change in German Academia.Georg Krücken, Albrecht Blümel & Katharina Kloke - 2013 - Minerva 51 (4):417-442.
    The managerial turn in academia is currently broadly discussed. Based on empirical data gathered from a sample that includes all German universities, we can give a broad and fine-grained account of this turn. What we can clearly see is that whole new categories of administrative management positions have been created over the last years. Furthermore, within the non-academic staff we can see a profound restructuration. Lower-level positions like those for clerical work decreased, while higher-level positions in the administration increased. (...)
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  35.  9
    European Higher Education Under the University Rankings.Philippe van Parijs - 2009 - Ethical Perspectives 16 (2):189-206.
  36.  25
    Civic Responsibility and Higher Education.Thomas Ehrlich - 2000 - Rowman & Littlefield Publishers.
    More than a century ago, John Dewey challenged the education community to look to civic involvement for the betterment of both community and campus. Today, the challenge remains. In his landmark book, editor Thomas Ehrlich has collected essays from national leaders who have focused on civic responsibility and higher education. Imparting both philosophy and working examples, Ehrlich provides the inspiration for innovative new programs in this essential area of learning.
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  37. THE EFFICIENCY EXTENT OF THE INTERNAL CONTROL ENVIRONMENT IN THE PALESTINIAN HIGHER EDUCATIONAL INSTITUTIONS IN GAZA STRIP.Tarek M. Ammar, Mazen J. Al Shobaki & Samy S. Abu Naser - 2017 - International Journal of Digital Publication Technology 1 (2):107-126.
    The purpose of this research is to identify the extent of the efficiency of the internal control environment in the Palestinian higher educational institutions in Gaza Strip from the perspective of employees in the Palestinian universities in Gaza Strip, where researchers used in the study five universities. The researchers adopted in their study the descriptive and analytical approach. The research community consists of administrative employees and academic employees with administrative duties. Senior management or the University Council was excluded. The (...)
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  38. The Role of the Practice of Excellence Strategies in Education to Achieve Sustainable Competitive Advantage to Institutions of Higher Education-Faculty of Engineering and Information Technology at Al-Azhar University in Gaza a Model.Mazen J. Al Shobaki & Samy S. Abu Naser - 2017 - International Journal of Digital Publication Technology 1 (2):135-157.
    This study aims to look at the role of the practice of excellence strategies in education in achieving sustainable competitive advantage for the Higher educational institutions of the faculty of Engineering and Information Technology at Al-Azhar University in Gaza, a model, and the study considered the competitive advantage of educational institutions stems from the impact on the level of each student, employee, and the institution. The study was based on the premise that the development of strategies for excellence (...)
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  39.  8
    Higher Education Communities: Divided They Fail?Ian McNay - 2005 - Perspectives: Policy and Practice in Higher Education 9 (2):39-44.
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  40.  21
    Re-Visioning Agriculture in Higher Education: The Role of Campus Agriculture Initiatives in Sustainability Education.Kerri LaCharite - 2016 - Agriculture and Human Values 33 (3):521-535.
    The number of colleges and universities with campus agriculture projects in the US has grown from an estimated 23 in 1992 to nearly 300 today with possible increased numbers predicted. The profile emerging from campus agriculture projects looks a lot different from the traditional land grant colleges of agriculture. In spite of this emergent trend and staunch advocacy for campus agriculture projects, limited empirical research on agriculture-based learning in higher education exists outside agriculture degrees and theoretical work of (...)
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  41.  89
    On Widening Participation in Higher Education Through Positive Discrimination.Matthew Clayton - 2012 - Journal of Philosophy of Education 46 (3):414-431.
    Notwithstanding an ongoing concern about the low representation of certain groups in higher education, there is reluctance on the part of politicians and policy makers to adopt positive discrimination as an appropriate means of widening participation. This article offers an account of the different objections to positive discrimination and, thereafter, clarifies and criticises the view that universities ought to select those applicants who are expected to be most successful as students. It distinguishes arguments from meritocracy, desert, respect, and (...)
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  42.  11
    Conceptualizing the Ontology of Higher Education with Chinese Characteristics.Xudong Zhu & Jian Li - 2018 - Educational Philosophy and Theory 50 (12):1144-1156.
    Higher education with Chinese characteristics is inherently embedded in both Chinese traditional culture and Chinese modern political culture. This article examines the ontological conception of higher education with Chinese characteristics from both conceptual and political perspectives. First, by illustrating the Government agenda and politics for the construction of higher education with Chinese characteristics, this article explains the particular roles played by individual universities and colleges. The article then moves on to describe the ontological conceptual (...)
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  43.  68
    Does Higher Education Have Aims?Ronald Barnett - 1988 - Journal of Philosophy of Education 22 (2):239–250.
  44.  71
    Transforming Science Curricula in Higher Education: Feminist Contributions.Bonnie Spanier - 2000 - Science and Engineering Ethics 6 (4):467-480.
    Feminist contributions to the science curricula in higher education constitute invaluable but often overlooked resources for truly effective communication about science. Here I share a sampling of feminist science studies and discuss the origins of this effort to create inclusive and less biased science curricula that serve all students and citizens. Challenges from scientists center on assumptions and values about the appropriate relationship between science and politics, while challenges from educators extend to assumptions about how science has been (...)
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  45.  11
    Participation in Higher Education: Aspirations, Attainment and Social Background.Paul Croll & Gaynor Attwood - 2013 - British Journal of Educational Studies 61 (2):187-202.
    ABSTRACT The recent report of the Milburn Review into Social Mobility highlights the under-representation of young people from lower socio-economic groups in higher education and encourages universities and others to act to remedy this situation as a contribution to greater social mobility. The paper uses data from the Longitudinal Study of Young People in England to examine the relationship between social background, attainment and university participation. The results show that differences in school-level attainment associated with social background are (...)
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  46.  7
    Higher Education and the Critique of Values.Gerald Collier - 1988 - Journal of Moral Education 17 (1):21-26.
    Abstract The first part of the paper argues that the formidable problems facing the contemporary world involve intractable questions of values and of priorities among values: ?values? being used in the sense of the objects on which people set a value, not at a conscious, explicit level but at the deeper level of the driving purposes or ambitions of their lives. Supporting material is presented from four sources. A Club of Rome Report insists on the need to re?articulate the values (...)
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  47.  19
    Can Governments Improve Higher Education Through ‘Informing Choice’?Peter Davies - 2012 - British Journal of Educational Studies 60 (3):261-276.
    Over the past decade higher education policy in England has gradually switched from a stance of 'government as purchaser' to 'government as informer'. During 2012 this policy stance has been intensified through new requirements for the advice provided by schools and the introduction of 'Key Information Sets' which are intended to 'drive up quality' through informed choice. This paper documents this policy shift and subjects it to critical scrutiny.
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  48.  6
    Does Higher Education Make the Grade in Institution‐Wide Ethics and Compliance Programs?1.Tina S. Sheldon & W. Michael Hoffman - 2005 - Business and Society Review 110 (3):249-267.
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  49.  8
    Higher Education in the Oversea Territories 1948–58.L. J. Lewis - 1959 - British Journal of Educational Studies 8 (1):3-21.
  50.  13
    Do Higher Education Computing Degree Courses Develop the Level of Moral Judgement Required From a Profession?Lynda Holland - 2011 - Journal of Information, Communication and Ethics in Society 9 (2):116-126.
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