The article considers modern tendencies prevailing in the higher education system while training technical specialists nowadays. According to the authors, excluding the humanitarian courses from curriculum results in the complete dissolution of subjectivity in the impersonal world, which is deprived of “living” knowledge, that is, definite knowledge of a definite person. The application of such an approach is illustrated by the actor–network theory (ANT). While studying several works by ANT founders, it turned out to be clear that such (...) an approach eliminates any differences between natural and humanitarian, engineering, and philosophical knowledge. As a result, the net emerges consisting of numerous actants and which requires from every participant his “building‐in” a model with the functions being delegated to him in advance. The article concludes that an “alive” component is disappearing from the higher education nowadays when the main stress is being made on the knowledge acquired a priori, not a posteriori. (shrink)

A number of national educational organizations and individual authors have called for the use of information technology to radically reform higher education. Several projections of how this reformation will unfold are presented here. Three different approaches to critically assessing these projections are considered in this article, two briefly and one in more detail. Brief consideration is given to an approach based on educational values and to an approach based on cost/benefit analysis. After some discussion of the strengths and (...) weaknesses of these approaches, a third approach deriving from a theory of technology control (Incrementalism) is elaborated in more detail and is found to offer helpful criticisms of the called for revolution in higher education. Some recommendations for how these new technologies can be developed in responsible ways are also offered. (shrink)

Higher education has been changing radically in recent years, with increasing numbers of students, and complaints about declining standards. This volume brings together leading intellectuals from the US and UK to examine the issues involved.

A number of national educational organizations and individual authors have called for the use of information technology to radically reform higher education. Several projections of how this reformation will unfold are presented here. Three different approaches to critically assessing these projections are considered in this article, two briefly and one in more detail. Brief consideration is given to an approach based on educational values and to an approach based on cost/benefit analysis. After some discussion of the strengths and (...) weaknesses of these approaches, a third approach deriving from a theory of technology control (Incrementalism) is elaborated in more detail and is found to offer helpful criticisms of the called for revolution in higher education. Some recommendations for how these new technologies can be developed in responsible ways are also offered. (shrink)

Key ideas in the work of Michel Foucault are explored and applied to the organized pursuit of knowledge in higher education. His association of power and knowledge accounts for deeply rooted practices in higher education that would need to be mediated or overcome for there to be a revolution in inquiry to occur, such as the one advanced by Nicholas Maxwell. Foucault’s concepts of disciplinary power and bio-power, and how they act to manage the behavior (...) of free citizens, are described. These concepts are then applied to free inquiry, to show how the activity of individual inquirers is managed and how critical inquiry is controlled. The management of inquiry involving four norms, two of them intrinsic to inquiry and the other two extrinsic, is explained. The potential of Foucault’s concept of discursive formations is introduced as a means of reconceiving inquiry to overcome these impediments to a revolution in inquiry. (shrink)

The ideas of process philosophy in general, and Alfred North Whitehead in particular, will soon come into greater use and wider familiarity. This emergence of his ideas into wider use will be a great aid to education and to the reforming of our institutions and practices around the very different educational requirements of the sort of world that sits just beyond the horizon of our present vision. There will be discontinuities in the world to come, but there will also (...) be continuities. Whitehead’s ideas about time and possibility, and their practical applications, place us in a position to do better than guess and conjecture about what is coming. (shrink)

One of the important determinants of development during the transition to adulthood is the undertaking of social roles characteristic of adults, also in the area of finishing formal education, which usually coincides with beginning fulltime employment. In the study discussed in this paper, it has been hypothesized that continuing full-time education above the age of 26, a phenomenon rarely observed in Poland, can be considered as an unpunctual event that may be connected with difficulties in the process of (...) identity formation. Relationships between identity dimensions and identity statuses, and age and educational context were analyzed. 693 individuals aged 19-35 took part in the study. The participants attended three types of educational institutions: full-time university studies, part-time university studies, and full-time post-secondary school. Among the students of full-time university studies predictable dependencies, also in respect of highlevels of indicators of identity crisis and a high frequency of diffused identity occurrence, were observed. Such dependencies were not found in the group of full-time post-secondary school students. (shrink)

This collective article discusses the philosophy of modern higher education in Iran, which in this case, optimistically, its history dates back to the founding of Dār al-fonūn —if we consider Dār al-fonūn as a university. Otherwise, its origin can be traced back to the University of Tehran. Central to this article is the emphasis on the lack of philosophy of higher education in Iran. Therefore, most of the criticisms in front of us are related to the (...) internal inconsistency in the Iranian higher education system due to the lack of a national-indigenized-official philosophy of higher education in Iran. Furthermore, The Islamic Revolution of 1979 brought about fundamental changes in higher education. Accordingly, several controversial issues including the rapid growth of higher education, the Islamization of universities, cultural narratives in higher education, the increase in students, especially women and the low-income class of the country were also explored. Therefore, in this collection, the political, economic, social, cultural, moral, technological and historical dimensions of Iranian higher education were examined. (shrink)

The president of the AAUP faculty union at University of Bridgeport, from 1987 to 1991, offers a first-hand account of the circumstances leading to the fatal strike there. He refutes accusations that the union and its leadership destroyed the university and provides a dramatic, personal account of a faculty union under attack by union busters. The faculty, he argues, was resisting a concerted onslaught on traditional faculty rights. It fought desperately to stifle a retrograde revolution in higher (...) class='Hi'>education seeking the substitution of absolute Management Rights to traditional collegiality. He refers to faculty as the soul and mind of a university, and to administration as a necessary evil whose duty is primarily to assist the faculty in the accomplishment of the university's mission. (shrink)

Research on transition to higher education and young people with disabilities has increased in recent years. However, there is still limited understanding of transition issues and how digital technologies, such as social media and mobile devices, are used by this group of students to manage these issues. This article presents the findings of an empirical study that addressed this matter based on young people’s views and experiences. The qualitative study was conducted in the context of a group of (...) students with vision impairments transitioning to a New Zealand university. The findings draw from observations, a researcher diary, focus groups, individual interviews, and data from social media. The study shows that, like their non-disabled peers, the students actively engaged with interactive and collaborative digital technologies to make sense, individually and collectively, of different transition issues before, during and after the first academic trimester of their university journey. (shrink)

At the time of its initial publication in 1904, The Higher Learning in America was known in educated circles as the most reflective study ever made of the university system in America. Veblen's evaluation of the misleading notions and erroneous beliefs were inherent in "the higher learning" was received as fair by most academics. As a result, many believed he paved the way to an improved age in college education.Just as applicable today as they were decades ago, (...) his sophisticated style remains deprecatingly amusing; his biting critique just as disquieting as it was at the turn of the 19th century. The Higher Learning in America remains a penetrating book by one of America's greatest social critics.American economist and sociologist THORSTEIN BUNDE VEBLEN (1857-1929) was educated at Carleton College, Johns Hopkins University and Yale University. He coined the phrase "conspicuous consumption." Among his most famous works are The Theory of the Leisure Class (1899), The Theory of Business Enterprise (1904), and Imperial Germany and the Industrial Revolution (1915). (shrink)

The revolution in science and technology is significantly changing the character of production and work. One of the important aspects of this change is that labor becomes a scientifically organized process that makes increased demands on development of the human factor in production. The most productive scientific ideas, the most perfect technologies, when combined with production, may fail to produce the desired "yield" unless a sufficient number of well-trained personnel, or of the required organizational structures corresponding to the level (...) of societal relationships, the habits of collective work, and human psychology, are available. Implementation of a truly scientific organization of work presumes as a condition that a considerable level of development will already have been achieved in socialist labor discipline, as well as habits of collectivism and ethical motivations for work, and not merely occupational skills and qualities. More precisely, the list of qualities that, while they may not be occupational in the strict sense are nonetheless necessary features of the person employed in socialist society, includes general cultural and moral development, social activity, and political consciousness. The transformation of work into a scientifically organized process presumes an increasing demand for a highly skilled labor force with comprehensive development. Moreover, the development of the labor force and the rise in its skills should run ahead of the development of the means of production. It is precisely this that determines the need for conscious management of the development of the human being. For comprehensive development of the labor force to run ahead of the means of production requires considerable outlays for occupational and general cultural training of the direct participants in production. A worker of a new type, with a higher level of general and occupational education, will emerge in the course of implementation of a complex of economic, social, and scientific-technological measures. (shrink)

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 (...) are taught by Contemplative Practice Fellows, a programme of the Center for Contemplative Mind in Society. The paper also places this movement into a short history of contemplative education and raises questions about its future impact on the academy. (shrink)

I begin the chapter with research, reported recently in The Atlantic, on the surprising phenomenon that many successful women, all accomplished and highly competent, exhibit high degrees of self-doubt. Unlike the original research, the chapter aims to bring into view the role self-respect plays in higher education as another crucial explanatory factor. First, I clarify the main concepts that are relevant for getting a clear view of the notion of self-respect: different kinds of self-respect and the connection to (...) the notion of self-esteem are discussed. After this, in section III, I move on to the main theoretical positions that historically have put self-respect in the centre of their theorizing. The story starts with Immanuel Kant, continues with John Rawls, and ends with the influential accounts of Axel Honneth, Avishai Margalit and several feminist thinkers. Having covered the theoretical and conceptual landscape, I finally connect self-respect to higher education both on the systematic as well as on the more applied level of thinking. I then wrap up the chapter by connecting back to The Atlantic story we have started out with as well as make suggestions of further reading for those with deeper interest in the topic. I also provide a a brief list of the main takeaways as well propose some questions for discussion. (shrink)

In 2013 this journal published the paper ‘Integrity in Higher Education Marketing: A typology of misleading data-based claims in the university prospectus.’ It argued that UK universities were using data and statistics in a misleading way in their advertising and proposed a nine-part typology to describe such claims. The present paper describes the subsequent responses in national media and academic writing. It then analyses recent developments in the regulation of university marketing in the UK, where the Advertising Standards (...) Authority has publically rebuked universities and issued new guidance. Rulings against six UK universities are analysed and the paper considers the extent to which the new guidance addresses the nine types of misleading claims. The paper goes on to consider how issues such as this come to be addressed by regulators and what incentives will encourage universities to ensure the integrity of their marketing. (shrink)

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 (...) by far the most important explanation for social background differences in university attendance. However, there remains a small proportion of the participation gap that is not accounted for by attainment. It is also the case that early intentions for higher education participation are highly predictive of actual participation. The results suggest that although there may be some scope for universities to act to improve participation by people from less advantaged backgrounds, a much more important focus of action is on improving the school-level achievement of these students. (shrink)

This scholarly inquiry examines the interplay between artificial intelligence (AI) and academic integrity within higher education. Through a comprehensive synthesis of academic literature, the study delves into the multifaceted implications of AI tools on academic practices, pedagogical approaches, and the evolving landscape of academic integrity within higher education. The findings, derived from an extensive analysis of scholarly works, offer profound insights into the challenges posed by the integration of AI in higher education. The impact (...) on academic dishonesty, the nuances of pedagogical shifts, and the dynamic relationship between students and AI are scrutinized, contributing to a nuanced comprehension of the intricate dynamics within the academy. (shrink)

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 (...) being used in higher education, identifying its limitations and weaknesses; and second, present the potential of the capabilities approach for higher education and review its complementarity to the competence approach.We begin with a brief characterisation of the capabilities approach and its implications for education. Then we examine some implications of the competencies approach in higher education and the reasons that led us to choose the DeSeCo proposal for comparison with the capability approach. We then go on to compare the two approaches, addressing 1) the aims of education and 2) the concept of competence and capability. Finally, we address the implications of incorporating the capabilities approach in learning and teaching in higher education. (shrink)

The 1860s—the epoch of great reforms—brought to Russia a remarkable assortment of official actions that emancipated the serfs, liberalized the judicial system, created zemstva as experiments in limited local self‐government, granted universities an unprecedented scope of academic autonomy, and dramatically enlarged the number of young Russians enrolled in the leading Western universities in search of higher degrees in the sciences. These and similar reforms created an atmosphere favoring women's access to professional positions and contributing to the removal of the (...) harshest aspects of the lingering patriarchal system.Ann Hibner Koblitz's book offers a richly documented and judiciously analyzed portrayal of the widening scope of Russian women's active participation in the professional life of the nation. The book's analysis operates on two levels: the general dynamics of the rising social pressure to expand the range of professions open to women, and the personal experiences of individual women selected for special analysis. Koblitz is fully aware that the process of the emancipation and professional advancement of women was occasionally disrupted by adverse shifts in government policies. Concentrating primarily on the 1860s, this book makes many references to subsequent developments and provides enough documented information to create an adequate picture of the state of women's emancipation and professional employment during the waning decades of the nineteenth century.As might have been expected, Koblitz devotes the most interesting and penetrating analysis to the life and work of the mathematician Sofia Kovalevskaia, the brightest star in the emancipation movement and a most respected model of high professional aspiration and achievement. Inspired by the philosophy and ideology of the Nihilist movement of the 1860s, Kovalevskaia decided to enter the challenging world of science, specializing in mathematics, the queen in the world of scientific thought. The Nihilists made the idea of close interdependence of science and democracy a pivotal point of their ideology. Encouraged and guided by the well‐known German mathematician Karl Weierstrass of Göttingen University, Kovalevskaia published a series of mathematical papers that attracted wide professional attention. Henri Poincaré, a leading mathematical physicist, referred to the paper that brought her the Prix Bordin from the Paris Academy of Sciences as a “celebrated memoir.” The Petersburg Academy of Sciences elected Kovalevskaia an honorary member, the first woman to receive such a high honor—she was not, however, allowed to work for a magisterial degree in Russia, a requirement for university employment.Koblitz shows that despite compounded obstructions on the path to professional achievement, women's gains in Russia were equal to those in the West. Her study provides solid information and cogent comments on the historical background and the educational role of the higher courses for women established in all major cities. Women, however, had less difficulty in acquiring higher education than in finding employment commensurate with their professional qualifications. Their employment by institutions devoted to scientific research was almost always at the level of auxiliary personnel. I. P. Pavlov's main laboratory showed that even at this level there were women who not only manifested originality in experimental work but also published advanced scientific papers. In his classic volume on the development of the theory of conditioned reflexes, Pavlov referred to the publications of eleven women.This book is welcome as the first solid effort to draw a general picture of the multiple ramifications of the ascent of Russian women to professional positions in science. It also contributes to a better understanding of the growing movement in favor of broader participation by women in the full spectrum of professional activities. This book is a rich source of topics for special studies. (shrink)

The recent technological revolution, often referred to as the Fourth Industrial Revolution or the Second Machine Age, has brought significant changes in both the knowledge production process and its outputs. These changes have raised the question of whether a doctoral degree will retain its unique value as a knowledge creator in the future. In addition, the global challenges confronting society, such as climate change and economic inequality, require a better response from doctoral education and raise the question (...) of whether the current form of doctoral education will meet the demands of future society. Doctoral education might harness technological developments wisely to address these challenges, or it might miss this opportunity and thus lose its valuable role in educating advanced researchers. Based on a critical review of the literature, this paper explores the meaning of the profession in the future at a time of technological revolution and imagines possible future scenarios for doctoral education. The paper applies Ronald Barnett’s framework for the imaginative university, focusing on ideological, dystopian, persuasive and utopian universities, and describes the potential changes to doctoral education. (shrink)

Critical studies in higher education often embrace the ideas of the slowness movement to address time pressure. However, this desirable horizon presents some limitations. On the one hand, by emphasizing solutions at the individual level, boosting slowness may promote tactics incapable of producing changes to the underlying structural dynamics of time pressure. On the other hand, approaches based on slowness may also inadvertently foster a form of ethical paternalism within the context of ethical pluralism by prescribing substantive models (...) of practice ultimately based on ‘do this quickly or do it slowly.’ This theoretical research moves away from the temporal paradigm to that of the way of relating. Building upon the ethical concept of resonance, the approach focuses on a formal critique of the current socioeconomic and ethical dynamics of social acceleration, growth, and innovation that can contribute to projecting non-alienated relationships in higher education. (shrink)

Higher education serves many purposes, one of which is to prepare college and university students with the knowledge, skills and dispositions necessary for employment. Some would argue that this is the primary and even sole purpose of collegiate education. However, many also contend that university education is intended to broaden students' minds and enable them to question, investigate and think critically in order to be productive and engaged citizens. Regardless of the lens through which higher (...) education is viewed, within any of these purposes is the need for ethical practices in teaching, learning, student engagement, and overall operational structures. Truly, in every facet of university life, ethical practices exist. If institutions of higher education are the places where, in part, the global future is shaped, then it is imperative that these same organizations be the exemplars of ethical practices. Ethics in Higher Education includes chapters that explore and examine topics such as teaching of ethics, ethical practices on campus, ethics of clinical practices, ethics and leadership in the academy, ethics in hiring practices at colleges/universities, ethics and campus-sponsored research, as well as other topics relevant to higher education. In addition to drawing attention to the successes and challenges regarding ethical practices in higher education, this book aims to encourage future research initiatives and collaborations. (shrink)

Concomitant with the rise of rationalizing accountability in higher education has been an increase in theoretical reflection about the forms accountability has taken and the ones it should take. The literature is now peppered by a wide array of distinctions (e.g. internal/external, inward/ outward, vertical/horizontal, upward/downward, professional/public, political/economic, soft/ hard, positive/negative), to the point that when people speak of ‘accountability’ they risk speaking past one another, having some of these distinctions in mind and not others. Furthermore, often these (...) distinctions are vague and cross-cut each other in ways that are as yet unclear. The field could benefit from having a comprehensive framework in which to place these distinctions and to view their relations. My aim in this article is to provide an analytical tool by which to classify important debate about what accountability in higher education has been and ought to be. Beyond organizing such debate, this schema will serve the purposes of revealing ambiguities in terms, conflations of ideas, assumptions that warrant questioning, and gaps in present research agendas. (shrink)

We examined perceptions of precarity in higher education by conducting interviews with a cohort of academics in Israel. The participants were 1.5 generation immigrants who were born in the former Soviet Union (FSU) and then moved to Israel as children or teenagers with their family, typically in the 1990s. Using a narrative research approach, we examined the personal perceptions of 43 academics employed at colleges and universities in Israel. Despite differences in their employment status and contract conditions, our (...) findings made clear that all the academics in our cohort had experienced employment precarity. Using a Bourdieusian framework, we attribute Israeli academic precarity to a deficiency in the cultural and social capital necessary for establishing relevance. Although they had been relatively successful in integrating into Israeli society, and had decades of living within it, our interviewees from all types of academic institutions reported feelings and experiences of extreme precarity. This precarity was ascribed by interviewees to the structure of the Israeli higher education market, which is characterized by an unstable, hyper-competitive, and neoliberal environment, leaving minority groups employed within it particularly vulnerable. (shrink)

This article presents a sociomaterial account of simulation in higher education. Sociomaterial approaches change the ontological and epistemological bases for understanding learning and offer valuable tools for addressing important questions about relationships between university education and professional practices. Simulation has grown in many disciplines as a means to bring the two closer together. However, the theoretical underpinnings of simulation pedagogy are limited. This paper extends the wider work of applying sociomaterial approaches to educational phenomena, taking up Schatzki’s (...) practice theory as a distinctive basis for doing so. The question ‘What is being simulated?’ is posed, prompting discussion of multiple bodies, performances and experiences. The potential of adopting such a framework for understanding simulation as a pedagogic practice that brings the classroom and workplace together is illustrated with reference to clinical education in nursing. (shrink)

In recent years, the European Union has advanced towards responsible and sustainable Artificial Intelligence (AI) research, development and innovation. While the Ethics Guidelines for Trustworthy AI released in 2019 and the AI Act in 2021 set the starting point for a European Ethical AI, there are still several challenges to translate such advances into the public debate, education and practical learning. This paper contributes towards closing this gap by reviewing the approaches that can be found in the existing literature (...) and by interviewing 11 experts across five countries to help define educational strategies, competencies and resources needed for the successful implementation of Trustworthy AI in Higher Education (HE) and to reach students from all disciplines. The findings are presented in the form of recommendations both for educators and policy incentives, translating the guidelines into HE teaching and practice, so that the next generation of young people can contribute to an ethical, safe and cutting-edge AI made in Europe. (shrink)

The so-called ‘hidden curriculum’ is often presented as a counterproductive element in education, and many scholars argue that it should be eliminated, by being made explicit, in education in general and specifically in higher education. The problem of the HC has not been solved by the transition from a teacher-centered education to a student-centered educational model that takes the student’s experience as the starting point of learning. In this article we turn to several philosophers of (...) education to propose that HC can be made explicit in HE when the teacher recognizes and lives his/her teaching as a personal issue, not merely a technical one; and that the students’ experience of the learning process is not merely individual but emerges through their interpersonal relationship with the teacher. We suggest ways in which this interpersonal relationship can be strengthened despite current challenges in HE. (shrink)

This book examines how the Ford Foundation International Fellowships Program, the world's largest private fellowship program in higher education, has succeeded in fostering social justice leadership over the past ten years. Top scholars from Asia Pacific, Latin America, the US, Africa, and Europe inquire into the program's development, implementation, and outcomes in their regions. They analyze the program's background, its effects on institutions, its effects on students' learning environments, and how well changes toward social justice worked. Through in-depth (...) studies of leadership, diversity, social inclusion, and social justice in regional context, this book provides a wealth of comparative information on social justice in higher education worldwide. (shrink)

The purpose of this study was to map the distribution of publications on plagiarism among higher educational institutions in sub-Saharan Africa (SSA). Studies reviewed were based on 171 plagiarism related publications within a decade (2012–2022). Findings revealed that most plagiarism related articles were published in 2016. Additionally, a majority of the studies (53) were from Nigeria and Ghana (23). Most of the articles focused on students’ and faculty’s awareness of plagiarism, and institutional prevention of plagiarism, but were rather marginal (...) on challenges involved in preventing plagiarism, as well as effects of plagiarism. Dominant forms of plagiarism were self-plagiarism, branded plagiarism and commission plagiarism. However, major causes of plagiarism comprised easy access to digital information and resources; poor supervision of students; pressure on academics to publish for promotion; and insufficient skills development regarding ethical academic writing. Additionally, plagiarism preventive software and policies on plagiarism were the main ways of preventing plagiarism. Finally, in fighting plagiarism, higher educational institutions in SSA encountered challenges such as lack of well-trained academic experts to detect and report plagiarism cases; reluctance on the part of technical administrative staff to investigate works for traces of plagiarism; and low plagiarism detection skills from project supervisors. Based on the findings, recommendations are made to stakeholders for future research, policy and practice. (shrink)

Moral Problems in Higher Education brings together key essays that explore ethical issues in academia. The editor and contributors-all noted philosophers and educators-consider such topics as academic freedom and tenure, free speech on campus, sexual harassment, preferential student admissions, affirmative action in faculty appointments, and the ideal of a politically neutral university. Chapters address possible restrictions on research because of moral concerns, the structure of peer review, telling the truth to colleagues and students, and concerns raised by intercollegiate (...) athletics. Cahn selects two key readings in each area to offer a readable introductory guide to these critical subjects for students studying academic ethics and higher education policy. In addition to the selections and a general introduction, Cahn provides study questions for use in the classroom. Contributors include Scott F. Aikin, Derek Bok, William G. Bowen, Myles Brand, Richard T. DeGeorge, Paul D. Eisenberg, Leslie Pickering Francis, Martin P. Golding, Philip Kitcher, Charles R. Lawrence III, David Lewis, Paul J. Olscamp, Nancy Tuana, David Shatz, George Sher, Robert L. Simon, Robert B. Talisse, Stephan Thernstrom, Abigail Thernstrom, Laurence Thomas, Robert Paul Wolff, and the editor. (shrink)

Machine generated contents note: Foreword by Parker J. Palmer vii Preface xi Acknowledgments xvii The Authors xxi PART ONE Theoretical and Practical Background 1 1 Transformation and Renewal in Higher Education 3 2 Current Research on Contemplative Practice 21 3 Contemplative Pedagogy in Practice: Two Experiences 39 4 Teacher Preparation and Classroom Challenges 67 PART TWO A Guide to Contemplative Practices 87 Introduction to the Practices 89 5 Mindfulness 95 6 Contemplative Approaches to Reading and Writing 110 7 (...) Contemplative Senses: Deep Listening and Beholding 137 8 Contemplative Movement 159 9 Compassion and Loving Kindness 174 10 Guest Speakers, Field Trips, and Retreats 189 11 Conclusion 198 Afterword by Arthur Zajonc 205 References 207 Index 217 . (shrink)

This paper provides a broad bibliometric overview of the important conceptual advances that have been published during COVID-19 within “e-learning in higher education.” E-learning as a concept has been widely used in the academic and professional communities and has been approved as an educational approach during COVID-19. This article starts with a literature review of e-learning. Diverse subjects have appeared on the topic of e-learning, which is indicative of the dynamic and multidisciplinary nature of the field. These include (...) analyses of the most influential authors, of models and networks for bibliometric analysis, and progress towards the current research within the most critical areas. A bibliometric review analyzes data of 602 studies published in the Web of Science database to fully understand this field. The data were examined using VOSviewer, CiteSpace, and KnowledgeMatrix Plus to extract networks and bibliometric indicators about keywords, authors, organizations, and countries. The study concluded with several results within higher education. Many converging words or sub-fields of e-learning in higher education included distance learning, distance learning, interactive learning, online learning, virtual learning, computer-based learning, digital learning, and blended learning. This research is mainly focused on pedagogical techniques, particularly e-learning and collaborative learning, but these are not the only trends developing in this area. The sub-fields of artificial intelligence, machine learning, and deep learning constitute new research directions for e-learning in light of COVID-19 and are suggestive of new approaches for further analysis. (shrink)

Resilience and digital skills could be considered necessary competencies for the individual of the twenty-first century, which the current social reality suggests. For this reason we carried out a research in the institution of higher education -IES- Corporación Escuela Tecnológica del Oriente, of Bucaramanga-Colombia, which had a dual purpose: to describe resilience and digital competence in 356 of its students and establish a comparison between the values of these two aspects and those reported in other HEIs in Mexico, (...) using a quantitative, non-experimental, cross-sectional design and descriptive scope approach, the SV-RES Resilience Scale instrument and a Questionnaire for the study of the Digital Competence of Higher Education Students. (shrink)

This book makes a major contribution to the ongoing national debate on how to expand minority participation in higher education and in the social, economic, and political life of the nation. Nineteen articles, all written by leaders in the field of higher education, present a candid discussion of the issues associated with the transformation of American society and minority participation in higher education.

_CHOICE Outstanding Academic Title 2022__ In this thought-provoking volume, editors Rebecca M. Taylor and Ashley Floyd Kuntz invite readers to explore the many facets of on-campus ethical dilemmas and the careful, nuanced decision-making processes required to address them._ Taylor and Kuntz demonstrate how to apply collaborative, multidisciplinary, philosophical inquiry to deeply complex issues. They present seven normative case studies focusing on a variety of campus quandaries, from urgent matters such as Title IX violations and free speech in social media policy (...) to long-simmering concerns such as admissions and access and the future of historically Black colleges and universities. The editors then bring together a diverse group of scholars and practitioners with a broad array of disciplinary and personal backgrounds to offer their commentary and insight on the cases. Leaders in higher education are under immense pressure to respond to campus crises quickly, to quell controversy, and to avoid the backlash of public scrutiny in an ever-shifting sociopolitical terrain. Yet, in tension with such pressures, adequate responses to these dilemmas require leaders to make ethical, contextual choices that effectively foster inclusion, respect individual and institutional freedoms, and promote equity. Expanding the scope of inquiry, the contributors challenge underlying assumptions, raise points that had been omitted from the original cases, and imagine alternative solutions. _Ethics in Higher Education_ appeals to readers to do the same, in the interest of advancing ethical decision-making on campuses. (shrink)

This concluding essay offers reflections on core components of the faculty fellowship program, its outcomes and results, and program design and administration. Amid the current calls for reform in legal and other professional education, the lessons we learned and perspectives we gained during this fellowship program may be relevant to any faculty members and university administrations that are seeking to create more effective and engaged professional and graduate school programs, whatever may be their subject-matter discipline.

This paper proposes laying the groundwork for principled moral reasoning as a seminal goal of ethics interventions in higher education, and on this basis, makes a case for educating future specialists and professionals with a foundation in philosophical ethics. Identification of such a seminal goal is warranted by the progressive dissociation of scientific practice and ethical deliberation since the onset of a problematic relationship between science and ethics around the mid-19th century, and the extensive mistrust of integrating ethics (...) in science and engineering curricula beyond its “applied,” “practical,” or “professional” implications. Although calls by international scientific and educational bodies to strengthen ethics teaching in scientific education over the past quarter century have brought about a notion of combining competence in a certain field with competence in ethics, this is neither entrenched in the academic community, nor fleshed out as regards its core or instruments to realize it. The legitimate goals of ethics teaching in higher education, almost settled since the 1980s, can be subsumed under the proposed seminal goal, and the latter also would safeguard content and methods of ethics interventions against the intrusion of indoctrinative approaches. In this paper, derivation of the proposed seminal goal rests on an interpretation of the Kohlbergian cognitive-developmental conception of moral adulthood consisting in autonomous principled moral reasoning. This interpretation involves, based on Kant’s conception of the virtuous person, integrating questions about the “good life” into the domain of principled reasoning. (shrink)

The paper links higher education reforms and welfare states reforms in postcommunist Central European countries. It links current higher education debates (and reform pressures) and public sector debates (and reform pressures), 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 should still, after more than two decades of transition and heavy international policy advising, be viewed as a “laboratory of social experimentation”. It is still too risky to suggest generalizations about how Central European higher education and welfare systems fit existing typologies. Consequently, the “transition” period is by no means over: it is over in terms of politics and economics but not in terms of social arrangements. Both higher education and welfare states should be viewed as “work in progress”: permanently under reform pressures, and with unclear future. (shrink)

As performativity within the academy continues to escalate, this paper considers the place for building research capacities through a scholarship in teaching and learning initiative at an Australian university. While the tensions that exist between discipline research and scholarship in teaching and learning remain, evaluation data for a central higher education research group suggests that an alternative research pathway is possible through collegial structures. The drive towards performativity is not unique to Australia and the evidence presented provides insights (...) that may be useful for a broader audience that may be considering research capacity building. (shrink)