scholarly journals The Crisis of Japanese Higher Education: Where Is the Problem?

2017 ◽  
Vol 2 (3) ◽  
pp. 9
Author(s):  
Kazuaki Yoda
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Japanese Higher Education ◽  
Humanities And Social Sciences

Review of:Shunya Yoshimi, ‘Bunkeigakubuhaishi’ no Shougeki [The Shock of Closing down University Humanities and Social Sciences Departments (my translation)], Shueisha, Tokyo, 2016.

Leaving Academia: The Shifting Terrain of Higher Education

2020 ◽  
Vol 102 (102) ◽  
pp. 92-107
Author(s):  
Lynne Segal
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Academic Life ◽  
Student Debt ◽  
Intellectual Life ◽  
Half Century ◽  
Knowing That ◽  
Teaching Research ◽  
Humanities And Social Sciences ◽  
Fault Lines

Leaving academia, this essay joins a steady chorus of reflection now thinking backwards over the last half century of extraordinary transformations in higher education. The industry is booming, more students than ever are entering universities, yet the academy is seen as increasingly in crisis. Staff workloads keep mounting, student debt soaring, and staff and student anxieties alike are multiplying, even as government underfunding, imposed managerialism and commercialisation threaten to reduce the underlying logic of higher education to market principles. In this context it is more urgent than ever to record the half century of struggle that opened up and enriched academic life, gradually ensuring the entry of hitherto excluded voices and topics into research and scholarship, especially in the humanities and social sciences. Drawing on my own involvement, I recall some of these always-incomplete attempts to challenge the fault-lines of intellectual life in the academy, knowing that we need always to cherish the value of teaching, research and learning, simply for its own sake.

scholarly journals What does decolonising the curriculum mean for STEM subjects?

2021 ◽  
Vol 14 (2) ◽  
Author(s):  
Monica Fernandes
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Problem Solving ◽  
Technical Knowledge ◽  
Humanities And Social Sciences

The concept of decolonising the curriculum is currently under widespread discussion in higher education. While it is clearer how this can be done in disciplines within Humanities and Social Sciences, it is less obvious how it may be achieved in the STEM subjects, which are based more on technical knowledge and problem-solving.

Fungibility in the Academia

2019 ◽  
Vol 6 (2) ◽  
pp. 158-170
Author(s):  
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
North America ◽  
Knowledge Production ◽  
The People ◽  
Education Needs ◽  
Humanities And Social Sciences ◽  
Position Article

In this position article, we tackle fungibility, precariousness and separateness in the academia. Speaking as young humanities and social sciences scholar in North America, we argue that the current neoliberal conditions in higher education can be understood as alienation from work in the Marxian sense. Hence, the kind of intervention that challenges the fungibility has to be anti-alienation. Based on our collective organizing, we would delineate and call for a collective turn in terms of how new academics organize themselves and produce knowledge. Indeed, this piece should be read as a collective manifesto rather than a once and for all solution to profound problems in higher education. The true ‘for the people’ higher education needs to be constructed around collectivism and sustainable knowledge production.

scholarly journals Portuguese Higher Education Graduates’ Views on Academic Writing

2020 ◽  
Vol 12 (1) ◽  
pp. 75
Author(s):  
Maria L. Cabral
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Graduate Students ◽  
Academic Writing ◽  
English Language ◽  
First Language ◽  
Language Choices ◽  
Language Writing ◽  
Humanities And Social Sciences ◽  
Portuguese Higher Education

This paper examines the language choices and the process of academic writing of a group of 35 Portuguese graduate students in the fields of humanities and social sciences with the aim of illustrating their language preferences, as well as the aspects they take into consideration while writing either in Portuguese or in English.Results of this study indicate that the participants prefer to write their papers in Portuguese, their first language, and that they use similar approaches when writing in both languages. However, findings also reveal they are concerned with slightly different process aspects when composing and revising their texts in Portuguese and in English. These differences seem to be associated with acquired discourse traditions in Portuguese language, as well as with the participants’ lower competence in English language writing.

scholarly journals Attracting new users or business as usual? A case study of converting academic subscription based journals to open access

2021 ◽  
pp. 1-26
Author(s):  
Lars Wenaas
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Open Access ◽  
Peer Review ◽  
Higher Education Institutions ◽  
Humanities And Social Sciences ◽  
Business As Usual ◽  
Access Policies ◽  
Selection Of

This paper studies a selection of eleven Norwegian journals in the humanities and social sciences and their conversion from subscription to open access, a move heavily incentivized by governmental mandates and open access policies. By investigating the journals’ visiting logs in the period 2014-2019, the study finds that a conversion to open access induces higher visiting numbers; all journals in the study had a significant increase which can be attributed to the conversion. Converting a journal had no spillover in terms of increased visits to previously published articles still behind the paywall in the same journals. Visits from previously subscribing Norwegian higher education institutions did not account for the increase in visits, indicating that the increase must be accounted for by visitors from other sectors. The results could be relevant for policymakers concerning the effects of strict polices targeting economically vulnerable national journals, and could further inform journal owners and editors on the effects of converting to open access. Peer Review https://publons.com/publon/10.1162/qss_a_00126

scholarly journals O miejsce przy stole… Państwo wobec nauk humanistycznych i społecznych

2020 ◽  
Vol 49 ◽  
Author(s):  
Jerzy Marian Brzeziński
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Academic Community ◽  
Evaluation Procedure ◽  
Research Practice ◽  
Negative Consequences ◽  
Research Activity ◽  
Evaluation Procedures ◽  
Humanities And Social Sciences ◽  
Academy Of Sciences

The article looks at the problem of inadequacy of evaluation procedures used to assess the level of research applied by government institutions (in particular Science Evaluation Committee) to research units (institutes of Polish Academy of Sciences) and university units in relation to the actual research practice of humanities and social sciences. The author concentrates on the negative consequences for these sciences resulting from the application of the promoted model –stemming from the research practice characterising science, biological science and engineering – which consists in presenting research achievements by researchers. One of such evaluation practices distorting the real understanding of research achievements in the field of humanities and social sciences is marginalising the significance of monographs. The author takes a critical view of the new law on science and higher education introduced in 2018. New solutions which the law brought have become a source of problems concerning the accuracy of the assessment of research achievements in these disciplines. The author is particularly critical of the list of publishers imposed by the Ministry of Science and Higher Education. In his opinion this list should be abandoned. He also sees flaws in the compiled list of scientific journals. Still, despite critical remarks expressed by the academic community, the ministry has not relinquished the practice of automatic conversion of scientific achievements into points. In the author’s view, an appropriate solution would be peer review – especially for humanities and social sciences (particularly for the evaluation of the scientific merit of monographs). The article contributes to the discussion on the future shape of evaluation procedure of the quality of research activity which is being prepared by the Ministry of Science and Higher Education and which will come into effect in 2022.

scholarly journals Will Brazil Follow the Japanese Educational Reforms and Cut the Funding for Research in Humanities? Possibilities and Psycho-political Implications

2019 ◽  
Vol 7 (3) ◽  
Author(s):  
André Dias
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Graduate Programs ◽  
Educational Institutions ◽  
The Political ◽  
Japanese Education ◽  
Political Implications ◽  
Education Personnel ◽  
Humanities And Social Sciences ◽  
Brazilian Students

On May 2019 Brazilian Federal government declared it would follow the Japanese academic model, cutting funding for undergraduate and graduate-level programs and research on Humanities and Social Sciences. The cited reforms were implemented by Japanese Education Minister Shimomura in 2015, but Japan would later back down on these cuts. In Brazil, however, the cuts affect 30% of the budget for Federal educational institutions and frozen the continuity of the most important program from the Coordination for the Improvement of Higher Education Personnel (CAPES), which distributed grants for researchers on graduate programs. This paper conducts a literature and bibliographic review in order to debate the Brazilian’s cuts on Higher Education. It is concluded that those cuts are mainly politically motivated, affecting mostly the hard sciences instead of Humanities and Social Sciences. It is also concluded the political motivations behind the slashing of funding for Education may backfire, fostering the actual and new forms of political associativism between Brazilian students and researchers.

scholarly journals Manifestations of the post-critical: from shared principles to new pedagogical paths

2020 ◽  
Vol 32 (2) ◽  
pp. 13-23 ◽  
Author(s):  
Naomi Hodgson ◽  
Joris Vlieghe ◽  
Piotr Zamojski
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Critical Pedagogy ◽  
Educational Research ◽  
Bruno Latour ◽  
Future Teachers ◽  
Critical Perspective ◽  
Humanities And Social Sciences ◽  
Isabelle Stengers ◽  
Do So

In this introduction we give an account of the reasons for writing the Manifesto for a Post-Critical Pedagogy. These stem from our experiences in the field of educational research, as well as our work with teachers and future teachers, which we felt increasingly reflected the exhaustion of the critical paradigm in the humanities and social sciences, as discussed by Bruno Latour, Jacques Rancière and others. We summarise the main claims of the Manifesto, i.e. the principles we defend there, and explain why we find it important to do so. We elaborate on what we mean by principles with reference to the concept of «requirements» developed by Isabelle Stengers. We conclude with an overview of the projects that have emerged since the publication of the Manifesto, illustrating the various ways in which the post-critical perspective has been taken up in educational research. In particular we highlight how this has been taken up in the development of specifically educational accounts of higher education, teaching, and upbringing.

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