National Association of Diversity Officers in Higher Education standards of professional practice for chief diversity officers.

2014 ◽  
Vol 7 (4) ◽  
pp. 227-234 ◽  
Author(s):  
Roger L. Worthington ◽  
Christine A. Stanley ◽  
William T. Lewis
Keyword(s):  
Higher Education ◽  
Professional Practice ◽  
National Association ◽  
Education Standards ◽  
Chief Diversity Officers ◽  
Diversity Officers

scholarly journals Structuring Diversity: Chief Diversity Offices as Structural Responses to a Cultural Issue

10.28945/4433 ◽  
2019 ◽  
Vol 4 ◽  
pp. 263-277
Author(s):  
Eugene T. Parker
Keyword(s):  
Higher Education ◽  
Colleges And Universities ◽  
Future Research ◽  
Cultural Issues ◽  
Cultural Issue ◽  
Chief Diversity Officers ◽  
Education Community ◽  
Structural Responses ◽  
Changing Demographics ◽  
Diversity Officers

Aim/Purpose: Higher education has faced increasing perceptions, mainly by students, of unwelcoming campus racial and diversity climates. As a result, during the past decade, there has been a peak in the inaugurations of chief diversity officers. Yet, little is known about how these offices are established. Background: This study explores and describes the emergence of the chief diversity office at two research-intensive universities. Methodology: This study utilizes a qualitative case study to answer the research questions. Contribution: The study provides new knowledge about the impetuses that prompt the formation of chief diversity officers. Further, the findings inform the higher education community about the establishment of chief diversity offices at two universities that might help institutions inaugurate new offices. Findings: Findings illustrated that the formation of the chief diversity office at these research universities represented structural responses to cultural issues on campus. Recommendations for Practitioners: A recommendation for practitioners is to consider a thorough assessment of the campus climate as a means to prompt the formation of a chief diversity office. The structural attributes of the realized unit should be directly associated with the specific context of the respective campus. Recommendation for Researchers: Recommendations for researchers are to empirically address social identity when examining chief diversity officers and to further investigate job and work attitudes, such as organizational commitment or burnout, in these leaders. Impact on Society: Present day colleges and universities are the most diverse in history. Considering changing demographics, it is important to understand how institutions are structurally responding to diversity on campus. Future Research: Future research might investigate the nuanced ways in which institutions of higher education are inaugurating new offices and appointing new diversity leaders. Considering the distinct aspects of diversity, scholars might explore the salient skills or relevant background experiences that colleges and universities are seeking in these new leaders.

scholarly journals Relegating expertise: The outward and inward positioning of librarians in information literacy education

2021 ◽  
pp. 096100062110201
Author(s):  
Alison Hicks ◽  
Annemaree Lloyd
Keyword(s):  
Higher Education ◽  
Discourse Analysis ◽  
Information Literacy ◽  
Professional Practice ◽  
English Language ◽  
Research Programme ◽  
Literacy Education ◽  
Language Models ◽  
Analysis Method ◽  
Practice Of Teaching

Previous research has demonstrated that professional narratives reference discourses that shape the practice of information literacy within higher education. This article uses discourse analysis method to identify how information literacy discourses construct and position teaching librarians within higher education. Texts analysed include four recent English-language models of information literacy and 16 textbooks. Analysis suggests the existence of two distinct narratives related to the role, expertise and professional practice of teaching librarians. In the outward-facing narrative librarian work is typically absent from guidelines for practice. In contrast, book introductions, which constitute the inward-facing narrative, centre professional librarians yet simultaneously position them as incompetent, or as lacking the skills and understandings that they need to be effective in this setting. These narratives constitute a form of othering that threatens professional practice at a time when the professionalisation of librarianship is being drawn into question. This article represents the second in a research programme that interrogates the epistemological premises and discourses of information literacy within higher education.

scholarly journals Higher education in professional practice

Vital ◽  
2013 ◽  
Vol 11 (1) ◽  
pp. 6-6
Author(s):  
Kirsty Logan
Keyword(s):  
Higher Education ◽  
Professional Practice

How education standards gain hegemonic power and become international: The case of higher education and the Bologna Process

2018 ◽  
Vol 18 (2) ◽  
pp. 158-180 ◽  
Author(s):  
Katja Brøgger
Keyword(s):  
Higher Education ◽  
Block Structure ◽  
Bologna Process ◽  
National Context ◽  
Education Standards ◽  
Policy Documents ◽  
Soft Governance ◽  
The Bologna Process ◽  
Communication Paths

Through an ethnographic exploration of policy documents, this paper aims to expose how outcome-oriented education standards gained international hegemonic status in the Bologna Process. Taking inspiration in the concept of hegemony and by connecting the invisible power of hegemony to soft governance, the paper shows how the outcome-based modular curriculum gained hegemonic power by means of the infrastructure of the reform. Centring on the movement from political agendas within the Bologna Process to the implementation in a national context using Denmark as a case, the paper tracks the transformation from an input- and content-driven curriculum to an outcome- and objectives-driven curriculum and the transition from a semestrial timeframe structure to a modular block structure. The paper shows how consent and legitimisation is manufactured through the infrastructure of the Bologna Process consisting of communication paths, standardisation and follow-up mechanisms such as benchmarking through graphs and frameworks for reporting.

scholarly journals Widening the net to reduce the debt: Reducing student debt by increasing identification of completely disengaged students

2020 ◽  
Author(s):  
Neil Van Der Ploeg ◽  
Kelly Linden ◽  
Ben Hicks ◽  
Prue Gonzalez
Keyword(s):  
Higher Education ◽  
Student Retention ◽  
Predictive Model ◽  
Hybrid Model ◽  
Learning Analytics ◽  
Teaching Staff ◽  
Student Debt ◽  
Education Standards ◽  
Performance Based Funding ◽  
Panel Review

Student Retention and Attrition guidelines are part of the Federal Government’s performance based funding framework. One of the recommendations from the Higher Education Standards Panel review is to consider changing students’ enrolment prior to census date when a certain level of engagement is not met. This study investigates this recommendation by trialing and testing a model to see if completely disengaged students are able to be retrospectively identified as at risk of failing all subjects. Using learning analytics alone to create a predictive model at scale proved to be very difficult. When applied to session 1 of 2019, even the strictest criteria included five false positives out of 17 identified students. There is promise, however, that a hybrid model of learning analytics with additional oversight from teaching staff could be a solution, but this needs further research.

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