The Luminosity Lab—An Interdisciplinary Model of Discovery and Innovation for the 21st Century

2020 ◽  
Vol 21 (2) ◽  
pp. 115-121
Author(s):  
Mark Naufel
Keyword(s):  
Higher Education ◽  
Interdisciplinary Research ◽  
Higher Education Institutions ◽  
The Body ◽  
Academic Disciplines ◽  
System Level ◽  
State University ◽  
Arizona State University ◽  
Holistic View ◽  
Academic Units

Historically, higher education institutions have been designed with a focus on developing mastery and furthering the body of knowledge within distinct academic disciplines. Unfortunately, this intended design has resulted in a lack of collaboration between academic units and has stifled interdisciplinary research between students and faculty across domains. The Luminosity Lab, located at Arizona State University, is an archetype for a new model of collaborative interdisciplinary research teams. Exceptional students are hand-selected from all areas of the university and come together to fuse youthful spirit, academic prowess, and business acumen—the makings of a 'great group.' Students work together to produce system-level projects that are capable of having a large-scale societal impact. Building upon concepts from systems engineering, the lab employs the use of a view model to analyze current and future systems from various viewpoints (e.g., enterprise, functional, computational, engineering, technology, services, standards). By leveraging the strengths of systems thinking, strategic design, and agile methodologies, our interdisciplinary team is positioned to tackle systemic challenges in domains such as healthcare, energy, education, and global climate. This model of interdisciplinary research was tested at Arizona State University across three academic years with participation from over 100 students, who represented more than 20 academic disciplines. The results have shown successful integration of interdisciplinary expertise to identify unmet needs, design innovative concepts, and develop research-informed solutions. By adopting this approach, higher education institutions can begin to break down the walls that exist between academic units and start to use a holistic view of research and innovation for solving global issues.

scholarly journals A Qualitative Study Of The Strategic Plans Of Three Higher Education Institutions

2011 ◽  
Vol 9 (5) ◽  
pp. 17
Author(s):  
Chandra Aleong ◽  
John Aleong
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Black Colleges ◽  
The Body ◽  
University Of Pennsylvania ◽  
State University ◽  
Ivy League ◽  
Delaware State University ◽  
Strategic Plans ◽  
The University

This research will use qualitative measures to determine differences in strategy between an Ivy-League Majority University, like the University of Pennsylvania, and two historically black colleges and universities (HBCUs). One of the HBCUs selected will be based on U.S. News & World Report as one of Americas best black colleges. The other will be Delaware State University. The source of the data will be archival and would include interviews and surveys. The objective is to determine best practices in strategy and implementation that can be applied to institutions to gain competitive advantage. Another goal is to add to the body of research about higher education institutions.

scholarly journals A ROADMAP FOR BUILDING CLIMATE RESILIENCE AT HIGHER EDUCATION INSTITUTIONS: A CASE STUDY OF ARIZONA STATE UNIVERSITY

2020 ◽  
Vol 15 (4) ◽  
pp. 237-256
Author(s):  
Hailey Campbell ◽  
Alise Crippen ◽  
Corey Hawkey ◽  
Mick Dalrymple
Keyword(s):  
Higher Education ◽  
Planning Process ◽  
Higher Education Institutions ◽  
State University ◽  
Action Plans ◽  
Arizona State University ◽  
Carbon Neutrality ◽  
Climate Resilience ◽  
Climate Action

ABSTRACT Over the past few years, more and more higher education institutions have pledged to achieve carbon neutrality and designed and adopted Climate Action Plans. Although many higher institutions are adopting climate action plans, few are integrating resilience principles and priorities, which are essential for understanding institutions’ adaptive capacity for dealing with climate change. There is little existing research on how higher education institutions can implement climate resilience programs, behaviors, and policies into their planning process and campus-communities. To address this gap, this case study explores Arizona State University’s process of designing and implementing a climate resilience plan and outlines best practices other higher education institutions can utilize to create their own climate resilience plan. We critically discuss the importance of climate resilience at the higher education level, outline steps necessary for designing an inclusive and holistic climate resilience plan, and provide examples of important techniques used to design the climate resilience plan.

Latviešu valodas kā svešvalodas apguve Āzijā

2020 ◽  
pp. 55-62
Author(s):  
Inga Laizāne
Keyword(s):  
Higher Education ◽  
20Th Century ◽  
Higher Education Institutions ◽  
State University ◽  
The European Union ◽  
Self Directed Learning ◽  
Language And Culture ◽  
Study Programs ◽  
Directed Learning ◽  
The Republic

The Latvian language as a foreign language (LATS) is learned both in Latvia and abroad. It can be done in higher education institutions, as well as in different courses and self-directed learning. Outside Latvia, there are many countries and higher education institutions where it is possible to acquire LATS. In some higher education institutions, the Latvian language has been taught since the beginning of the 20th century. The oldest LATS teaching traditions are in North America, Germany, Sweden, Lithuania and Australia. In some universities, such as Stockholm University, Masaryk University, Saint Petersburg State University, etc., academically strong study programs in Baltic Studies were established. Over time, study programs have been closed for various reasons, at most leaving the Latvian language as an optional course. At some universities, the Latvian language course has been discontinued. Although in some higher education institutions outside Latvia LATS could be acquired starting from the beginning of the 20th century, the most significant interest in the Latvian language was after the restoration of independence of the Republic of Latvia. Then many higher education institutions in Europe established Latvian language and culture study programs. This interest was related to the geopolitical situation. People tried to get to know the post-Soviet countries through the language. When Latvia joined the European Union, interest in the Latvian language decreased in Europe. Nowadays, interest in the Latvian language has increased in Asia, especially in China. In Asia, it is possible to acquire the Latvian language in China and Japan. There are established different Latvian language bachelor programs in universities of China while in Japan the Latvian language is taught for somebody interested in Latvian culture and traditions more than in the Latvian language.

scholarly journals Informative Indicators of Functional and Motor Fitness of Students of Higher Education Institutions

2019 ◽  
Vol 19 (3) ◽  
pp. 107-115
Author(s):  
S. Chernenko ◽  
O. Honcharenko ◽  
S. Marchenko
Keyword(s):  
Higher Education ◽  
Functional State ◽  
Higher Education Institutions ◽  
The Body ◽  
Functional Fitness ◽  
Index Method ◽  
Study Objective ◽  
Motor Fitness ◽  
Heart Performance ◽  
Romberg Test

The study objective was to determine informative indicators of functional and motor fitness of 1st-5th year students. Materials and methods. The study involved male students of 1st year (n = 67), 2nd year (n = 66), 3rd year (n = 62), 4th year (n = 45), 5th year (n = 56). The following research methods were used to solve the tasks set: analysis of scientific literature, pedagogical observation, pedagogical testing; index method and medical-biological methods. Pedagogical methods were used to study the peculiarities of functional state of the body and motor abilities of 1st-5th year students of higher education institutions; factor analysis was used for data processing. Results. By the Ruffier index, the 1st-2nd year students have an average heart performance. The 3rd-5th year students have a satisfactory heart performance. By the results of the Stange and Genci tests, the 1st-5th year students are evaluated as healthy and fit. According to the Romberg test, the 1st and 5th year students show higher results than the 2nd, 3rd and 4th year students (p < 0.001; p < 0.001; p < 0.006, respectively). The 3rd year students have the lowest results. The test results are estimated as lower than normal. Conclusions. The analysis of motor and functional fitness of the 1st-5th year students showed that the first factor in their structure is the functional state of the respiratory system, the second factor is speed strength and strength fitness. The most informative tests are: 1st year – the Stange test (0.822) and Genci test (0.741); 2nd year – the Genci test (0.758), the Ruffier index has the lowest informativity (0.11); 3rd year – “Standing long jump” (0.741) and the Genci test (0.723); 4th year – the Stange test (0.927) and Genci test (0.810); 5th year – the Stange test (0.799).

scholarly journals Human resources department in crisis: A case of a university in South Africa

2014 ◽  
Vol 10 (3) ◽  
pp. 19-27
Author(s):  
Bethuel Sibongiseni Ngcamu
Keyword(s):  
Higher Education ◽  
South Africa ◽  
Human Resources ◽  
Higher Education Institutions ◽  
The Body ◽  
Staff Members ◽  
Management Interventions ◽  
Department Staff ◽  
University Leaders ◽  
Depth Interviews

Human Resources (HR) departments in previously disadvantaged higher education institutions (HEI) in South Africa have contributed to the crisis that has led them to be governed by appointed Administrators assigned by the Ministry of Higher Education and Training. The malfunctioning of HR departments persists even in the post-Administrator’s era, with a prevalence of personal, interpersonal and operational challenges. This study aimed at interrogating challenges faced by the HR Department of the university concerned post the appointed Administrator era and its negative effects. This study adopted a qualitative research approach whereby in-depth interviews were conducted with a sample of 10 HR Department staff members. Focus group discussions were also carried out with 20 academic and non-academic university leaders. Further data was also collected through ethnographic observation and secondary data was also used. The non-probability purposive sampling was used for qualitative analysis and NVivo was used for organizing and analyzing data gleaned from the in-depth interviews. The study findings consistently revealed unclear roles and responsibilities, outmoded recruitment and selection processes and poor interpersonal relations amongst the HR department staff members as some of the challenges that still persist post the Administrator’s era, all of which have contributed to the paralysis of organizational culture. University leaders can use the study findings as a tool to devise and implement radical change management interventions aiming at re-engineering HR departments that are operating abnormally, as well as for designing a responsive HR Strategic Architect. This study will contribute to the body of knowledge in the HR fraternity as there is a dearth of published studies on the internal challenges faces by HR Departments (both interpersonal and operational), which have the potential to hamper smooth operations of higher education institutions.

Perspectives From a Multicultural Affairs Office Professional

2021 ◽  
pp. 240-259
Author(s):  
Tristen Brenaé Johnson
Keyword(s):  
Higher Education ◽  
Sense Of Belonging ◽  
Higher Education Institutions ◽  
State University ◽  
The Public ◽  
Cultural Centers ◽  
Diversity And Inclusion ◽  
Public Recognition ◽  
Black Cultural Centers ◽  
Multicultural Affairs

The purpose of this chapter is to contextualize the challenges that the office of multicultural affairs staff at one state university experienced while moving to virtual learning formats. This study seeks to offer four specific recommendations and best practices for both multicultural affairs offices/centers and higher education institutions, in general, to ensure that students who utilize these virtual format spaces will continue to develop a sense of belonging within the institution. The author historicizes the formation of Black cultural centers and their development into multicultural affairs, tracks the public recognition of the essential importance of these centers and diversity and inclusion programming, and outlines the issues and problems the OMA staff faced in virtually providing a continued and ongoing sense of belonging for diverse students and staff. Higher education institutions can use these recommendations to inform the future of virtual multicultural affairs offices.

The Assessment of the Potential of “Green” Economy Technologies in Higher Education Institutions

2015 ◽  
Vol 2015 (5) ◽  
pp. 68-88
Author(s):  
Petr Kiryushin ◽  
Mariya Strygina ◽  
Ekaterina Kashirina
Keyword(s):  
Higher Education ◽  
Raw Materials ◽  
Higher Education Institutions ◽  
Green Economy ◽  
State University ◽  
Pilot Projects ◽  
Green Technologies ◽  
Environmental Initiatives ◽  
Speed Up ◽  
Moscow State University

Promotion of “green” economy, that assumes increasing of the population welfare, social justice and improving of environmental quality, is one of the most important trends in the development of many countries including Russia. For our country building of “green” economy is also linked to the modernization and breaking with export-dependence on raw materials. Higher education institutions could contribute to the development of this process: traditionally both in the world and in Russia at universities environmental initiatives could be implemented and future environmental leaders could grow. To speed up the transition to of “green” economy we have proposed an approach “University as a model of “green” economy”. It is based on the possibility of developing, testing and further replication of “green” technologies at universities – in the areas of energy efficiency, waste management, eco-friendly transport, etc. We carried out the analysis of the pilot projects in the field of “green” economy – two cases of separate waste collection: in the Main building of Lomonosov Moscow State University (LMSU) and the LMSU branch in Sevastopol. We conclude that there is a significant potential of the implementation of “green” technologies for the development of “green” economy and for the development of universities themselves.

scholarly journals The Organization of Future Translators’ Self-Directed Learning at US Universities

2017 ◽  
Vol 7 (1) ◽  
pp. 87-94
Author(s):  
Alyona Nakonechna
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Education Institution ◽  
Independent Learning ◽  
State University ◽  
Self Directed Learning ◽  
Kent State University ◽  
Learning And Teaching ◽  
Communication Method ◽  
Directed Learning

AbstractThe article deals with studying the peculiarities in the organization of future translators’ self-directed learning at US universities. It has been stated that various researches on the problem prove the underestimation of self-directed learning that leads to insufficient professional competency of future translators. It has been found out that to create an environment favourable for self-directed learning educators should consider four factors, namely, autonomy and responsibility, complexity, duration, “voice and choice”. It has been indicated that the system of independent learning and teaching consists of three components – teacher, learner and communication method. The traits of autonomous learners have been listed. The functions of self-directed learning in US higher education institution have been presented. Six ways of supporting autonomy, namely, classroom-based, curriculum-based, teacher-based, learner-based, resource-based, technology-based, have been singled out and analyzed. The experience of the Kent State University in training future Masters of Arts in Translation has been analyzed. Based on the research performed, the positive aspects of the experience have been justified and relevant recommendations to improve the organization of future translators’ self-directed learning in Ukrainian higher education institutions have been outlined.

Quality in higher education institutions: insights from the literature

2018 ◽  
Vol 30 (6) ◽  
pp. 732-748 ◽  
Author(s):  
Gyan Prakash
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Value Chain ◽  
Single Case ◽  
Higher Education Institutions ◽  
The Body ◽  
Total Quality ◽  
Teaching Excellence ◽  
Content Type ◽  
Quality In Higher Education

Purpose The purpose of this paper is to understand the meaning and operationalisation of quality in the context of higher education institutions (HEIs). Design/methodology/approach A systematic literature review is performed of 308 articles published in various peer-reviewed journals between 1999 and 2017. Findings The findings reveal that the quality constructs of student learning, engagement, service quality and satisfaction have received the greatest attention, followed by total quality management, quality assurance, benchmarking and accountability. The most popular approach is empirical, and surveys and single case studies are the most popular methods. Europe leads research on quality in HEIs, followed by North America and Asia. Research limitations/implications This paper contributes to the body of knowledge by presenting a comprehensive synthesis of articles addressing quality in HEIs. Practical implications Policymakers and academic administrators can use the findings of this study to conceptualise student satisfaction along the educational value chain. The operationalisation of quality constructs will help policymakers create teaching excellence. Originality/value This paper highlights the importance of quality in HEIs.

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