The Urban Context and Higher Education: A Delineation of Issues

1970 ◽  
Vol 41 (1) ◽  
pp. 29 ◽  
Author(s):  
Joseph Gusfield ◽  
Sidney Kronus ◽  
Harold Mark
Keyword(s):  
Higher Education ◽  
Urban Context

scholarly journals Linking the Creative Economy with Universities’ Entrepreneurship: A Spillover Approach

2021 ◽  
Vol 13 (3) ◽  
pp. 1078
Author(s):  
Elisabetta Lazzaro
Keyword(s):  
Higher Education ◽  
Knowledge Spillovers ◽  
Recent Literature ◽  
Creative Economy ◽  
Third Mission ◽  
Urban Context ◽  
University Spillovers ◽  
The Arts ◽  
Recent Developments ◽  
Research Gap

In recent years the importance of the creative economy has also characterised the international higher-education sector through specialised education, research and entrepreneurship. In this paper I apply and discuss the concept of spillovers as a relevant theoretical framework to understand and foster the value generated by university programs in the creative economy. After introducing the main concepts of spillovers in relation to innovation and growth, I discuss the recent developments in the research on spillovers applied to the arts, culture, and creativity. Through a contextualised model of academic creative economy, the analysis is combined with that on knowledge spillovers in higher education and universities’ third mission, to fill a research gap that still exists in creative economy programs and their potential to generate creative spillovers. The study further integrates some more recent literature on university spillovers, which can provide useful methodological suggestions especially oriented toward internalising and enabling positive creative spillovers, in particular in an urban context.

scholarly journals Urban-Serving Research Universities: Institutions for the Public Good

2016 ◽  
Vol 6 (2) ◽  
Author(s):  
Desiree D. Zerquera
Keyword(s):  
Higher Education ◽  
Public Good ◽  
Research University ◽  
Research Policy ◽  
Global Perspective ◽  
Access To Higher Education ◽  
Global Community ◽  
Urban Context ◽  
Policy And Practice ◽  
The Public

<p>This manuscript seeks to situate access to higher education as part of the public good of universities, and connect that specifically to the mission of institutions that are charged with carrying this out more than others. One such institution—the Urban-Serving Research University (USRUs)—has a distinct mission that emphasizes not just location within the urban context, but being composed of the city they inhabit. A key and significant part of the USRU mission is to provide access to urban and historically marginalized students in their regions, populations typically underserved by higher education. Further, this manuscript highlights the tensions inherent in this ascribed mission and the threats posed within the higher education environment. Centered within a U.S. context, comparisons to international urban contexts will be drawn to situate these institutions within the global perspective as well and present takeaways that may inform the work of the global community in thinking how to better educate their diverse urban populations. Considerations for research, policy, and practice are posed to challenge the global community to consider ways to better uphold and preserve the significant role of USRUs in providing opportunity.</p>

The Urban Context and Higher Education: A Delineation of Issues

1970 ◽  
Vol 41 (1) ◽  
pp. 29-43 ◽  
Author(s):  
Joseph Gusfield ◽  
Sidney Kronus ◽  
Harold Mark
Keyword(s):  
Higher Education ◽  
Urban Context

scholarly journals Educação e aprendizagem de indígenas Terena: considerações éticas a partir de um estudo etnopsicológico / Education and learning of indigenous Terena: ethical considerations from an ethnopsychological study

2017 ◽  
Vol 7 (1) ◽  
pp. 125
Author(s):  
Leonardo Zaiden Longhini
Keyword(s):  
Higher Education ◽  
Elementary Education ◽  
Informal Learning ◽  
Indigenous Peoples ◽  
Regular Education ◽  
Urban Context ◽  
Ethical Considerations ◽  
Current Configuration ◽  
De Se ◽  
The City

Aspectos e interlocutores de uma pesquisa etnopsicológica com indígenas terena da aldeia Kopenoty na Terra Indígena de Araribá, no município de Avaí – SP – suscitam a reflexão ética sobre práticas educativas na escola indígena no ensino fundamental e do contato escolar com não indígenas em contexto urbano no ensino médio e superior, em que se relatou e se observou o não reconhecimento de formas étnicas particulares de aprendizagem e suas decorrências em espaços supostamente interculturais. Considerou-se a exclusão e o antecedente de dificuldades históricas enfrentadas pelos povos indígenas e suas consequências na configuração atual entre povos indígenas e a educação regular, em que existe uma relação de subordinação a modelos etnocêntricos. Também se aponta como o modelo de conhecimento não indígena afeta as instâncias da escola indígena, do ensino fundamental ao ensino superior, como as práticas informais de aprendizagem que são interpeladas pelo formato de aprendizagem e valores não indígenas e assim são desvalorizadas. A reflexão conduziu para a necessidade de, em todas as instâncias mencionadas, reconhecer os terena como tradutores culturais, enquanto capazes de se apropriarem das diversas concepções de conhecimento a partir de seus valores particulares à fim de que possam se relacionar com a aprendizagem de forma não subalterna ao modelo etnocêntrico.Palavras-chave: Educação; Povos indígenas; Escuta psicológica; Interculturalidade. ABSTRACT: Aspects and interlocutors of an ethnopsychological research with indigenous Terena from the Kopenoty village in the Araribá Indigenous Territory in the city of Avaí - SP - raise ethical reflection on educational practices in the indigenous school in elementary school, and on school contact with non - indigenous people in urban context in the secondary and higher education, in which the non-recognition of particular ethnic forms of learning and their consequences in supposedly intercultural spaces was observed and reported. The exclusion and antecedents of historical difficulties faced by indigenous peoples and their consequences for the current configuration between indigenous peoples and regular education was considered, in which there is a relation of subordination to ethnocentric models. It is also pointed out how the non-indigenous knowledge model affects the instances of indigenous school, elementary education and even higher education, as well as informal learning practices that are questioned by regular learning format and non-indigenous values and thus are devalued. Reflection has led to the urgence, in all instances, to recognize the terena as cultural translators, while being able to appropriate diverse conceptions of knowledge from their particular values so that they may relate to learning in a not subaltern way to the ethnocentric model.Keywords: Education; Indigenous peoples; Psychological listening; Interculturality.

Cluttering in the Communicative Disorders Curriculum

2009 ◽  
Vol 19 (2) ◽  
pp. 52-57
Author(s):  
John A. Tetnowski
Keyword(s):  
Higher Education ◽  
Doctoral Students ◽  
Communication Disorders ◽  
Educational Opportunities ◽  
Opportunities For Learning ◽  
Communicative Disorders ◽  
Theoretical Issues

Abstract Cluttering is discussed openly in the fluency literature, but few educational opportunities for learning more about cluttering exist in higher education. The purpose of this manuscript is to explain how a seminar in cluttering was developed for a group of communication disorders doctoral students. The major theoretical issues, educational questions, and conclusions are discussed.

Systems of Oppression in Geriatric Clinical Service Delivery

2021 ◽  
pp. 1-3
Author(s):  
Diane L. Kendall
Keyword(s):  
Higher Education ◽  
Service Delivery ◽  
Clinical Setting ◽  
Service Providers ◽  
Hard Work ◽  
Clinical Service ◽  
Meaningful Change ◽  
Important Work ◽  
Speech Language Pathologists ◽  
Medical Institutions

Purpose The purpose of this article was to extend the concepts of systems of oppression in higher education to the clinical setting where communication and swallowing services are delivered to geriatric persons, and to begin a conversation as to how clinicians can disrupt oppression in their workplace. Conclusions As clinical service providers to geriatric persons, it is imperative to understand systems of oppression to affect meaningful change. As trained speech-language pathologists and audiologists, we hold power and privilege in the medical institutions in which we work and are therefore obligated to do the hard work. Suggestions offered in this article are only the start of this important work.

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