scholarly journals The potential of field theory for developing analytic model in higher education

2020 ◽  
Vol 13 (1) ◽  
pp. 283-314
Author(s):  
احمد نامنی ◽  
محمد فتحیان بروجنی ◽  
مهدی دانا طوسی
Keyword(s):  
Field Theory ◽  
Higher Education ◽  
Analytic Model

A Factor Analytic Model of College Studen Development

NASPA Journal ◽  
1999 ◽  
Vol 36 (4) ◽  
Author(s):  
Ellen Lavelle ◽  
Bill Rickford
Keyword(s):  
Higher Education ◽  
College Student ◽  
Student Development ◽  
Perspective Taking ◽  
College Student Development ◽  
Analytic Model ◽  
Model Based ◽  
Factor Analytic Model ◽  
Factor Analytic ◽  
Self Discovery

Models of college student development have demonstrated an insensitivity to the differences that exist among various students, although such differences are very important in a world where student bodies in higher education are increasingly diverse. The authors present a model based on The Dakota Inventory of Student Orientations, which may be useful for program developmen that fosters reflection, self discovery, perspective-taking, and collaboration among students with varying orientations towards learning.

scholarly journals Women Professors across STEMM and Non-STEMM Disciplines: Navigating Gendered Spaces and Playing the Academic Game

2020 ◽  
pp. 095001702091618
Author(s):  
Colette Fagan ◽  
Nina Teasdale
Keyword(s):  
Field Theory ◽  
Higher Education ◽  
Qualitative Study ◽  
Academic Disciplines ◽  
Gendered Spaces ◽  
Male And Female ◽  
Science Technology ◽  
The Uk ◽  
Women Professors ◽  
Large Research

Women remain poorly represented in the highest positions in academia, despite their increasing participation. This article seeks to understand how women who have reached senior occupational positions in Higher Education Institutions have navigated their organisational and disciplinary settings. In the process we explore how experiences compare across male and female-dominated spaces, integrating field theory with Acker’s work on ‘gendered organisations’ to develop the idea of academic disciplines as ‘gendered spaces’. Empirically we draw upon a qualitative study of women professors working across science, technology, engineering, maths and medicine (STEMM) and non-STEMM disciplines in a large research-intensive university in the UK. Utilising Bourdieu’s concept of ‘the game’, we show how they navigate the academic game within the context of differing ‘gendered spaces’; complicit in the game yet recognising it as unfair, and thus (inadvertently) reproducing gendered structures and practices.

scholarly journals "We've been taught to understand that we don't have anything to contribute towards knowledge": Exploring academics' understanding of decolonising curricula in higher education

2021 ◽  
Author(s):  
Mlamuli Nkosingphile Hlatshwayo ◽  
Innocentia Alexander
Keyword(s):  
Field Theory ◽  
Higher Education ◽  
South African ◽  
Global South ◽  
Public University ◽  
School Of Education ◽  
The Public ◽  
Kwazulu Natal ◽  
African Higher Education ◽  
South African Higher Education

Universities in the Global South continue to grapple with the ethical demands of decolonising and transforming the public university and its episteme orientations. In this paper, we contribute to the emerging body of work in the Global South that attempts to make sense of the transformation and decolonisation discourses by exploring academics' understanding of decolonising curricula in South African higher education. Using purposive sampling, we interviewed eight academics from the school of education who teach in a research-intensive university in KwaZulu-Natal, South Africa. We relied on the field theory of Pierre Bourdieu to think through the notion of a research-intensive university being a contested and structuring field constituted of various actors and agents who are struggling to make sense of, and understand the calls for, decolonising and transforming curricula. The findings suggest that, largely, academics understand the decolonising of curricula as a response to the need to tackle and theorise the Eurocentric thought in curricula and to re-centre African epistemic traditions and as well as navigate what they refer to as the confusion, ambiguity, and discomfort of decolonisation. We end this paper with some empirical and theoretical reflections on how exploring academics' understanding of decolonizing curricula is central to the broader project of achieving social justice in the Global South.

scholarly journals Performance Models in Higher Education

2000 ◽  
Vol 8 ◽  
pp. 30 ◽  
Author(s):  
Janet Atkinson-Grosjean ◽  
Garnet Grosjean
Keyword(s):  
Field Theory ◽  
Higher Education ◽  
United States ◽  
New Zealand ◽  
The Netherlands ◽  
Performance Measures ◽  
The United States ◽  
Theoretical Framework ◽  
Public Institutions ◽  
Performance Models

Higher education (HE) administrators worldwide are responding to performance-based state agendas for public institutions. Largely ideologically-driven, this international fixation on performance is also advanced by the operation of isomorphic forces within HE's institutional field. Despite broad agreements on the validity of performance goals, there is no "one best" model or predictable set of consequences. Context matters. Responses are conditioned by each nation's historical and cultural institutional legacy. To derive a generalized set of consequences, issues, and impacts, we used a comparative international format to examine the way performance models are applied in the United States, England, Australia, New Zealand, Sweden, and the Netherlands. Our theoretical framework draws on understandings of performance measures as normalizing instruments of governmentality in the "evaluative state," supplemented by field theory of organizations. Our conclusion supports Gerard Delanty's contention, that universities need to redefine accountability in a way that repositions them at the heart of their social and civic communities.

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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