scholarly journals The Future of Undergraduate Education: Will Differences across Sectors Exacerbate Inequality?

Daedalus ◽  
2019 ◽  
Vol 148 (4) ◽  
pp. 108-137
Author(s):  
Daniel I. Greenstein
Keyword(s):  
Higher Education ◽  
Undergraduate Education ◽  
Technology Innovation ◽  
Educational Innovation ◽  
Public Funds ◽  
The Past ◽  
Recent Trends ◽  
Impact Of Technology ◽  
The Impact ◽  
Innovation In Higher Education

This essay looks at how different sectors of U.S. higher education are funded, the students they serve, and the outcomes they deliver for those students. It raises serious policy questions about whether the distribution of public funds across this highly segmented industry both reflects and contributes to growing inequality in this country. It also asks whether recent trends in educational innovation and the impact of technology innovation in higher education will exacerbate or ameliorate that inequality. While the evidence is disturbing, the essay concludes optimistically. The past, it suggests, need not be prologue in higher education. The path forward for our industry, while highly constrained, can as yet be shaped through thoughtful, conscious, and analytically driven choices at individual, institutional, and state and federal policy levels.

scholarly journals Sustainable Innovation in Higher Education: The Impact of Gender on Innovation Competences

2021 ◽  
Vol 13 (9) ◽  
pp. 5004
Author(s):  
Raquel Ferreras-Garcia ◽  
Jordi Sales-Zaguirre ◽  
Enric Serradell-López
Keyword(s):  
Higher Education ◽  
Business Students ◽  
Bachelor's Degree ◽  
Sustainable Innovation ◽  
Educational Implications ◽  
Development Goals ◽  
High Level ◽  
The Impact ◽  
Innovation In Higher Education

There is currently an increasing interest for sustainable innovation in our society. The European agendas highlight the role of higher education institutions in the formation and development of innovation competences among students. Our study aimed to contribute to the analysis of the level of achievement of students’ innovation competences by considering two sustainable development goals (SDG) of the 2030 United Nations’ Agenda: Gender Equality (SDG 5) and Quality Education (SDG 4). This article tries to answer how business students perceive their own innovation competences and which innovative competences are best achieved by students, as well as if there are differences in the achievement of these competences depending on the students’ gender. Our results, from a sample of 360 students in the Business Administration and Management Bachelor’s Degree at the Universitat Oberta de Catalunya, confirm the extensive development of innovation competences. Moreover, female students present a high level of preparation for innovation-oriented action. These findings have educational implications for potentiating the innovation competences and environments where females can attain innovation skills.

Interdisciplinary Pedagogies in Higher Education

2017 ◽  
Author(s):  
Debora DeZure
Keyword(s):  
Higher Education ◽  
Problem Solving ◽  
Teaching And Learning ◽  
Interdisciplinary Learning ◽  
Professional Students ◽  
Online Tools ◽  
Interdisciplinary Problem Solving ◽  
The Many ◽  
Impact Of Technology ◽  
The Impact

“Interdisciplinary Pedagogies in Higher Education” explores the increasing integration of goals for interdisciplinary learning in American higher education. The chapter begins with working definitions of interdisciplinary learning and the many factors that have led to its proliferation. It then reviews the elaboration of new methods to teach and to assess interdisciplinary learning, emerging models of interdisciplinary problem-solving, and practice-oriented resources and online tools to assist undergraduate, graduate, and professional students and their instructors with interdisciplinary problem-solving and communications in cross-disciplinary and interprofessional contexts. The chapter concludes with the impact of technology, for example, e-portfolios and other digital and technology-enabled tools, and evidence of an emerging body of scholarship of teaching and learning focused on interdisciplinary learning.

scholarly journals Editorial: The impact of technology on certain historiographic issues

Artnodes ◽  
2019 ◽  
Author(s):  
Ana Rodriguez Granell
Keyword(s):  
International Society ◽  
Digital Humanities ◽  
Media Archaeology ◽  
Great Pleasure ◽  
The Past ◽  
Common Thread ◽  
The One ◽  
Impact Of Technology ◽  
The Impact ◽  
The Way

It gives us great pleasure to present the 23rd issue of the magazine as a heterogeneous collection that brings together selected articles submitted in response to three different calls for contributions. On the one hand, we bring the volume focusing on media archaeology to a close with this second series of texts. The section on Digital Humanities also comprises an interesting series of contributions related to the 3rd Congress of the International Society of Hispanic Digital Humanities. The last section of this issue brings together another set of articles submitted in response to the magazine’s regular call for contributions, including different perspectives on issues that fall within the magazine’s scope of interest. All the sections and research contained here are unavoidably disparate from each other, yet, when taken as a whole, the reader will realise that there is a common thread throughout this issue, focusing on the impact of certain technologies have had on the way we view the past. The historical scope of technologies does not only operate in a single direction, but rather throughout time in its entirety.

Doing Time Wisely: The Social and Personal Benefits of Higher Education in Prison

2018 ◽  
Vol 98 (4) ◽  
pp. 490-513 ◽  
Author(s):  
Jillian Baranger ◽  
Danielle Rousseau ◽  
Mary Ellen Mastrorilli ◽  
James Matesanz
Keyword(s):  
Higher Education ◽  
Postsecondary Education ◽  
Attitudes And Behaviors ◽  
The Past ◽  
The Social ◽  
Women's Prison ◽  
Women's Imprisonment ◽  
Education Effects ◽  
Impact Of Higher Education ◽  
The Impact

Much of the research on postsecondary education effects on incarcerated individuals has focused on men. However, given the increased rates of women’s imprisonment over the past 40 years, scholars should examine the impact of higher education in prison on women. In this qualitative study, the authors assess the social and personal benefits of participating in a college behind bars program delivered in a women’s prison. Data gathered with both program participants and faculty suggest that students in the program experienced a reduction in criminogenic attitudes and behaviors as well as positive changes in self-perception.

The Impact of College on Students: Myths, Rational Myths, and Some Other Things That May Not Be True

1995 ◽  
Vol 15 (2) ◽  
pp. 26-33 ◽  
Author(s):  
Ernest T. Pascarella ◽  
Patrick T. Terenzini
Keyword(s):  
Higher Education ◽  
Effective Teaching ◽  
Undergraduate Education ◽  
Teaching Styles ◽  
Quality Education ◽  
Faculty Research ◽  
The Impact

Academia clings to several myths about higher education and its effect on students. This article outlines 10 of these popular myths–myths about effective teaching styles, indicators of quality education, and the value of faculty research for undergraduate education, to name a few. The authors cite extensive research calling these myths into question and challenge readers to rethink assumptions about higher education.

scholarly journals The Impact Of Integration, Affirmative Action, And Diversity On Minority Student Recruitment At The University Of Alabama: A Longitudinal Perspective

2006 ◽  
Vol 1 (2) ◽  
pp. 25-34
Author(s):  
John L. Festervand ◽  
Troy A. Festervand
Keyword(s):  
Higher Education ◽  
Affirmative Action ◽  
Minority Student ◽  
Minority Faculty ◽  
University Of Alabama ◽  
Minority Representation ◽  
The Past ◽  
Diversity In Higher Education ◽  
The University ◽  
The Impact

This paper explores the University of Alabama's positions, actions, policies, and accomplishments over the past forty years with respect to minority representation among its students and faculty. The impact and progression of these initiatives by the University of Alabama demonstrates strides have been made. The paper also examines the University's recruiting efforts to attract more minority faculty and students. The transition from integration to affirmative action to diversity in higher education also are examined.

scholarly journals The Flip Teaching as Tool to Improving Students’ Sustainable Learning Performance in a Financial Course

2020 ◽  
Vol 12 (23) ◽  
pp. 9998 ◽  
Author(s):  
Patricia Bachiller ◽  
Guillermo Badía
Keyword(s):  
Higher Education ◽  
Active Learning ◽  
Educational Innovation ◽  
Education Institution ◽  
Learning Performance ◽  
Higher Education Institution ◽  
Interesting Contribution ◽  
Research In Education ◽  
The Impact

Flip teaching (FT) is a methodology with a significant impact on the educational innovation trend that encourages active learning and facilitates the learning of students. The main objective of this study is to measure the impact of flip teaching on the learning of a course at a higher education institution. To analyze the differences in the exam marks between students that follow FT and other methodologies, the t-statistic and Mann–Whitney U test have been used. Results indicate that FT allows improving the performance of students and achieving collateral capacities, such as responsibility and awareness, making learning more sustainable. This study makes an interesting contribution to existing research in education and demonstrates that it is possible to introduce FT in a block of the course and can be transferable to other courses.

scholarly journals What Do We Know About Black and Minority Ethnic (BAME) Participation in UK Higher Education?

2021 ◽  
pp. 1-14
Author(s):  
Jason Arday ◽  
Charlotte Branchu ◽  
Vikki Boliver
Keyword(s):  
Higher Education ◽  
Group Differences ◽  
Policy Makers ◽  
New Developments ◽  
Academic Communities ◽  
Ethnic Group Differences ◽  
Recent Trends ◽  
Uk Higher Education ◽  
The Impact ◽  
Minority Ethnic

Here, we offer a synthesis of recent evidence and new developments in relation to three broad aspects of Black and minority ethnic (BAME) students’ participation in UK higher education (HE). First, we examine recent trends in ethnic group differences in rates of access to, success within, and positive destinations beyond HE. Secondly, we examine the nature of UK universities as exclusionary spaces which marginalise BAME students in a myriad of ways, not least through curricula that centre Whiteness. Finally, we consider the impact of the marginalisation of BAME students on mental health. We argue that progress towards race equality in each domain has been hampered by white-centric discourses which continue to identify BAME students and staff as ‘other’. We highlight the important roles that academic communities and HE policy-makers have to play in advancing ethnic equality in UK universities.

The Impact of Technology on Assessment and Evaluation in Higher Education

2011 ◽  
pp. 222-235 ◽  
Author(s):  
James P. Van Haneghan
Keyword(s):  
Higher Education ◽  
Classroom Assessment ◽  
Assessment Practices ◽  
Organizational Assessment ◽  
Assessment And Evaluation ◽  
Summative Assessments ◽  
The Social ◽  
Technological Tools ◽  
Impact Of Technology ◽  
The Impact

This chapter explores the impact of technology on assessment and evaluation in higher education. The impacts on classroom, program, and organizational assessment are discussed. Both formative and summative assessments in classrooms have been impacted by emerging technologies. However, the impact of many of the technological tools developed by measurement specialists has not been as widespread as one would expect given the age of many assessment technologies. Nevertheless, there remains a great potential for new measurement technologies to significantly improve classroom assessment practices. Technology for organizational assessment has continued to boom in light of the dual push for both accountability and continuous improvement by accreditors. The social impacts and burden of organizational assessment and evaluation are discussed. Overall, it is concluded that in order to evaluate the impact of technology, attention needs to be paid to the consequences of both classroom and organization assessment.

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