Search results

The tensions of the Cold War focussed attention on the role that universities might play through their science and technology expertise and research. At the same time the United States needed to secure its allies as the threat of a new European war, and the actuality of the Korean War, developed in the late 1940s and 1950s. These pressures contributed to the Carnegie Corporation’s assessment that the time was ripe to send a ‘key man’ to Australia and New Zealand.

During COVID 19 pandemic emergency remote teaching (ERT) in higher education emerged and faculty members had to go through a transformation in teaching-learning without preparedness. The purpose of the study is to understand the instructional delivery experiences of faculty members, explore the challenges and how they overcame these challenges during the transition from traditional classroom teaching to ERT.

A qualitative research approach using phenomenology is adapted for the study. The study is conducted in selected renowned government and private universities offering professional education in India, Malaysia, Oman and the United Arab Emirates. Data analysis is using NVivo, data management software, based on Ricouer’s theory of interpretation.

The findings identify unique challenges and opportunities in faculty experiences during the implementation of ERT and universities require more preparedness in implementing a revised pedagogy. Addressing these unique challenges is, therefore, essential in effective change management and ensuring the effectiveness of instructional delivery.

The study comprises faculty experiences from only selected countries (the United Arab Emirates, Oman, India and Malaysia) and disciplines such as business studies, design and architecture, engineering, hospitality and tourism management, medicine and nursing. The research contributes towards change management and adaptability strategies during emergency transitions.

The study has implications in the field of education, administration, research and society at large. This is an era of change that has witnessed tremendous possibilities of digital technology in enhancing remote teaching and learning at all levels of education worldwide. The study enumerates the factors influencing the paradigm shift in the pedagogy for present and future higher education. The present study also highlights how challenging this transformation was to the lives of professional academics and emphasized how effectively the faculty need to be mentored for the future by the administration. Future research can envisage effective tools and techniques for strengthening professional education at universities. The social context and human experiences in ERT and their impact on the process of learning are also addressed in the study.

The study aims to understand the social context and human experiences in the process of ERT and their impact on the process of learning.

The findings of the study would throw light into the factors influencing the paradigm shift in the pedagogy for present and future higher education.

Problem 8 of the TEAM workshop comes from non‐destructive testing. A differential probe moves above a block with a crack. An overview of recent results is presented.

It has taken a very long time in Britain for us to acknowledge the seriousness of youth unemployment. It is now nearly a decade since there were clear signs of its scale and structural significance. Yet there are still influential people blandly demanding “real jobs at real wages”, as if by some well‐meaning magic the problem could be wished away. Those who drew attention to the problem in the seventies were routinely criticized from left and from right alike as hysterical pessimists. From the right we were told that recession would fade and that economic recovery would absorb young people in an expanding labour market. On the left it was widely believed, and the belief absurdly persists, that under a sensible government the problem would be easily dealt with by a further straightforward extension of conventional education.

Peter McGeehin of Compton Consultants explains the trends taking place.

At the 1983 winter meeting of the National Collegiate Athletic Association (NCAA), Proposition 48 (P48) was enacted as an initial step in reforming the state of collegiate athletics. Proposition 48 has two components: P48 and P48B. The first component states that 1) incoming first‐year students must have attained at least a 2.0 grade point average in eleven “core” college preparatory courses, which must include three English courses, two math courses, two social science courses, and two natural or physical sciences courses (including one lab section); and 2) incoming first‐year students must score at least seven hundred on the SAT or fifteen on the ACT. P48B states that 1) first‐year students who do not meet the minimum grade requirements of P48 may still enroll in the university of their choice if accepted; 2) first‐year students who do not meet the minimum requirements of P48 are ineligible for athletics their first year; 3) they will have three years of eligibility remaining provided their academic progress is satisfactory during their ineligible year. The rulings, which stipulate that the nation's 277 Division I college and universities meet the requirements, became effective in August 1986. P48 has thus taken a small step in communicating to high school and college athletes that they must do well academically if they wish to receive athletic scholarships.

This paper aims to explore the support experiences of 381 PhD students within the humanities and social sciences from three research-intensive universities in Denmark (n = 145) and Finland (n = 236). The study investigates the cross-cultural variation in the researcher community support and supervisory support experiences, factors associated with their support experienced and the perceived support fit.

The study used a mixed methods design, both quantitative analyses and qualitative analyses (open-ended descriptions) were used.

The results showed that students in both Danish and Finnish programs emphasized researcher community support over supervisory support. The Danish students, however, reported slightly higher levels of researcher community support and experienced lower levels of friction than their Finnish counter partners. The results also indicated that the only form of support in which the students expressed more matched support than mismatched support was informational support.

The results imply investing in a stronger integration of PhD students into the research community is beneficial for the students’ progress. Building network-based and collaborative learning activities that enhance both instrumental and emotional support and a collective form of supervision could be further developed. The possibility of Phd student integration in the scholarly community is likely to lead to more efficient use of finacial and intellectual resources in academia and society more broadly.

This study offer a unique contribution on doctoral students’ academic and socialization experiences in terms of explicationg the sources of support, support forms and support fit among Danish and Finnish doctoral students. Both invariants and socio-culturally embedded aspects of support experience among the students were detected.

With the job market as it is for many college graduates, it is more important than ever that students choose those professional and graduate schools which will best meet their individual needs and help them achieve their goals. The process of graduate school selection is often difficult, but libraries can facilitate the process with a good collection of specialized guides to graduate schools, frequently obtainable at little cost.

Using narratives from leading international academics and commentators, the authors chart four, possible, “universities of the future” models and discuss how current university management issues can enable or hinder them.

Deploying a Gioia methodology analysis of “University of the Future” narratives, the authors derive 12 categories of institutional properties and, ultimately, four distinct models.

The authors identify how current, classic and polytechnic institutions can adapt their operations and service delivery in order to transition into future-ready business models.

The authors interpret the opinions and predictions from world-leading experts in the higher education field in order to present the first, to our knowledge, typology of aspirational university models.

This study aims to develop a new entrepreneurial university model that will provide a comprehensive picture and explain how universities can become entrepreneurial by considering several factors, both internal and external.

This research collected data by conducting a survey and elaborates on the judgments of informants who are experts in their fields. The gathered data were analyzed with the ISM method and MICMAC analysis.

This study identifies key factors of entrepreneurial university transformation, specifically, five key success factors and one constraint factor.

This study has limitations in terms of its in conducting interview techniques. Data collection, which should be maximized in producing agreement through focus group discussions, can more acutely identify factors through consensus.

This study provides an overview of how universities may transform, following a path to become entrepreneurial by paying attention to the factors driving this transformation. The model demonstrates that while the university plays a central role, the participation of other parties within the ecosystem is also important.

This modeling technique deconstructs a complex system into several sub-systems, so that it can be studied in greater depth. Using ISM and MICMAC, a hard system methodology, this study advances a different and more comprehensive model.