scholarly journals Eradicating Hunger, Malnourishment, and Homelessness: The Movement for Student Basic Needs Security in Higher Education

2021 ◽  
Vol 35 (1) ◽  
Author(s):  
Sara Tsai
Keyword(s):  
Higher Education ◽  
Basic Needs

scholarly journals PEMANFAATAN SISTEM GAGASAN KOMUNITAS SKOUW SAE, KOTA JAYAPURA (The idea system within the Skouw Sae community, Jayapura City)

2019 ◽  
Vol 11 (2) ◽  
pp. 131-151
Author(s):  
La Usman
Keyword(s):  
Higher Education ◽  
Qualitative Analysis ◽  
Resource Utilization ◽  
Natural Resource ◽  
Basic Needs ◽  
Work Behavior ◽  
Religious Behavior ◽  
Behavior Support

The idea system within the Skouw Sae community, Muara Tami District, Jayapura City plays an important role in fulfilling their basic needs. This study analyzes what kind of ideas system is found in the society. The data were processed using qualitative analysis. The results of the study found three types of ideas systems. The first, which is sourced from the knowledge in culture, such as: the knowledge that comes from the traditional house of tangfa, the position of the land in society, the work behavior, the money as the symbol of the head payment, the work behavior, the money as the symbol of the head payment, Hoo as a symbol of the regulation of natural resource utilization, prohibition of liquor, arisan education as a behavior support the completion of higher education, beads and money as a symbol of dowry, behavior in kinship, shamanism and the symbol of village administration. Secondly, which is based on beliefs and religions, such as: order or kati as a symbol of belief and parade of Easter and Christmas torches as a religious behavior. Third, sourced from sports, arts and ceremonies, such as sports, bajo dance, wo and mandep as a symbol of art and ceremonial behavior around the circle of life. ABSTRAKSistem gagasan dalam komunitas Skouw Sae, Distrik Muara Tami, Kota Jayapura memegang peranan penting dalam memenuhi kebutuhan dasar mereka. Penelitian ini menganalisis apa saja sistem gagasan yang terdapat pada masyarakat tersebut. Data diolah menggunakan analisis kualitatif. Hasil penelitian menemukan tiga jenis sistem gagasan. Pertama, yang bersumber pada pengetahuan dalam budaya, seperti: pengetahuan yang bersumber pada rumah adat tangfa, kedudukan tanah dalam masyarakat, perilaku kerja, uang sebagai simbol pembayaran kepala, perilaku kerja, uang sebagai simbol pembayaran kepala, Hoo sebagai simbol pengaturan pemanfaatan sumber daya alam, pelarangan minuman keras, arisan pendidikan sebagai perilaku mendukung penyelesaian pendidikan tinggi, manik-manik dan uang sebagai simbol mas kawin, perilaku dalam kekerabatan, perdukunan serta simbol pemerintahan kampung. Kedua, yang bersumber pada kepercayaan dan agama, seperti: tata atau kati sebagai simbol kepercayaan serta pawai obor Paskah dan Natal sebagai perilaku keagamaan. Ketiga, yang bersumber pada olah raga, kesenian dan upacara, seperti olah raga, tarian bajo, wo serta mandep sebagai simbol kesenian serta perilaku upacara sekitar lingkaran hidup.

Adapting to the Changing Needs of Family and Consumer Sciences Students: Instructor Perspectives During the Pandemic

2021 ◽  
Vol 113 (3) ◽  
pp. 8-17
Author(s):  
Soo Hyun Cho ◽  
Sarah Taylor ◽  
Michelle Taylor ◽  
Ryan Giffen ◽  
Cheryl Rock ◽  
...  
Keyword(s):  
Higher Education ◽  
Instructional Strategies ◽  
Online Instruction ◽  
Basic Needs ◽  
Well Being ◽  
Family And Consumer Sciences ◽  
Lessons Learned ◽  
Body Of Knowledge ◽  
Consumer Sciences

In March 2020, the pandemic brought significant changes to higher education modalities. This paper examines how family and consumer sciences (FCS) instructors in a comprehensive, multi-disciplinary department at a large 4-year university modified instruction and related activities as a response to the pandemic. Using the Family and Consumer Sciences Body of Knowledge as a framework, we illustrate approaches to meet students' basic needs and support their individual well-being during the crisis, and we provide a detailed description of changes in instructional strategies across different disciplines within the department. We highlight the lessons learned by instructors during the transition to fully online instruction and provide suggestions for other FCS programs moving forward.

The Gang Mentality of Choirs

2017 ◽  
Author(s):  
Arreon Harley
Keyword(s):  
Higher Education ◽  
At Risk ◽  
Inner City ◽  
Choral Music ◽  
Basic Needs ◽  
Street Gangs ◽  
Community Centers ◽  
Abraham Maslow ◽  
Self Actualization ◽  
Choral Programs

Choirs function very similarly to street gangs in that they have the power to radically transform lives, especially those of poor at-risk youths. Adolescents join gangs for the same reason adults join a choral community—to meet their needs. Often in the inner city, neither the familial unit nor the schools and community centers can provide the holistic solutions necessary to meet students’ needs, forcing them to go elsewhere. This chapter examines ways that choirs fulfill those needs, showing how several choral programs provide and/or supplement four basic needs according to the hierarchy of needs of Abraham Maslow (namely physiological, safety, love/belonging and esteem) and lead adolescents to a healthy and constructive place of self-actualization. Most importantly, this chapter explores how and why choral music has the power to transform lives of disenfranchised youths, preparing them for higher education and lives that contrast with their upbringing.

“There’s So Much That We’re Doing”: How Florida College System Institutions Address Basic Needs Insecurity Among Students

2021 ◽  
pp. 009155212110476
Author(s):  
Amanda N. Nix ◽  
Tamara Bertrand Jones ◽  
Hollie Daniels ◽  
Pei Hu ◽  
Shouping Hu
Keyword(s):  
Higher Education ◽  
Single Case ◽  
Research Question ◽  
Basic Needs ◽  
Support Programs ◽  
Academic Goals ◽  
College System ◽  
Contract Education ◽  
Florida College ◽  
Florida College System

Research Question: A sizable portion of college students experience food and housing insecurity, which poses a roadblock to fully and successfully engaging in higher education. In light of these complex challenges, we ask: How do Florida College System (FCS) institutions meet the basic needs of their students? Methods: To answer the question at hand, we conducted an embedded single case study of the FCS. Between 2014 and 2019, researchers traveled to 21 Florida colleges on one or more occasions to speak with college presidents, administrators, faculty members, advisors, academic support staff, and students. In total, we gathered data from 1,379 people through 213 focus group sessions and 20 individual interviews. Results: From these data emerged evidence of the extensive services and support programs provided by FCS institutions, ranging from food and housing assistance to clothing, transportation, and childcare. Such initiatives aim to meet the chronic, daily needs of students and their families, as well as acute needs that arise out of local disasters and crises. Contributions: The findings of this study contribute to the literature on the mission of community colleges. While these support programs address needs traditionally considered non-academic, participants suggest that they are essential to fostering student success. By meeting students’ physiological and safety needs, institutions can better accomplish their academic goals of remediation, transfer, vocational training, and contract education, particularly among students who have been traditionally excluded from higher education. The findings also highlight the importance of acknowledging the needs of students’ families when providing support.

Towards Socially Responsible Higher Education

2020 ◽  
pp. 29-49
Author(s):  
Calley Stevens Taylor ◽  
Mary-Alice Ozechoski
Keyword(s):  
Higher Education ◽  
College Students ◽  
Basic Needs ◽  
College Completion ◽  
Socially Responsible ◽  
Education Professionals ◽  
College Completion Rates ◽  
Higher Education Professionals ◽  
Aid Programs ◽  
The Impact

This chapter proposes that higher education has a responsibility to reduce disparities in college completion rates and argues that emergency aid programs should serve as an important component of this work. It offers an overview of recent research on the impact of basic needs gaps, with special attention to issues relating to food and housing insecurity. Organizations, colleges, and universities working to close resource gaps are then described. These examples demonstrate the wide range of programs and services being put in place to address these needs among college students, which, without intervention, can significantly hinder college completion. Finally, the authors offer a series of recommendations and resources for higher education professionals and partners interested in implementing or expanding emergency aid and other basic needs programs for college students.

scholarly journals Living Standard of Academic Staff at Haramaya University

2021 ◽  
Vol 2021 ◽  
pp. 1-11
Author(s):  
Birhanu Sintayehu ◽  
Anwar Ahmed Hussien
Keyword(s):  
Higher Education ◽  
Academic Staff ◽  
Basic Needs ◽  
Self Esteem ◽  
Job Security ◽  
Living Conditions ◽  
Quality Education ◽  
Living Standard ◽  
Teaching Staff ◽  
High Quality

Maslow’s theory of the hierarchy of needs suggests that human beings cannot reach the level of self-actualization in the event that their basic needs are not properly fulfilled, i.e., physiological needs and needs related to security. This study is an effort to test the theory against the living standard of instructors of Haramaya University (the researchers explore where academic staff are leveled). A qualitative approach was employed to make an empirical investigation of living conditions of instructors in this particular university and its implication on imparting quality education. To do so, the study was attempted from a phenomenographic viewpoint by identifying four themes of conceptions of living standards of academic staff. These include (1) salary, (2) housing, (3) job security, and (4) self-esteem. The findings of the study revealed that, among other things, poor living conditions of higher education staff, rising living cost, inadequate monthly salaries, derisory housing allowances, and lack of job security made it extremely difficult to change the workplace and resulted in low morale and poor self-esteem of the teaching staff. It is difficult to imagine high-quality education without high-quality instructors. To improve the quality of higher education, basic needs of academic staff must be met; educational inputs must be fulfilled, and the teaching profession should be made more attractive and an important priority of the government.

College on the Margins: Higher Education Professionals’ Perspectives on Campus Basic Needs Insecurity

2020 ◽  
Vol 122 (3) ◽  
pp. 1-32
Author(s):  
Katharine M. Broton ◽  
Graham N. S. Miller ◽  
Sara Goldrick-Rab
Keyword(s):  
Higher Education ◽  
Academic Success ◽  
Locus Of Control ◽  
Basic Needs ◽  
Two Dimensions ◽  
Individual Response ◽  
Education Professionals ◽  
Higher Education Professionals ◽  
Public Colleges And Universities ◽  
Using Data

Background A substantial share of undergraduates are basic needs insecure, meaning they lack consistent access to essential material goods like food and shelter. These material hardships are associated with poorer academic success, but we know very little about higher education professionals’ perspectives on the matter. Purpose This paper examines how higher education professionals perceive, understand, and support college students who experience basic needs insecurity. Research Design Using data from interviews with 59 professionals who work at eight broad-access public colleges and universities across five states, we employ an institutional logics perspective to understand how they draw on normative scripts, rationales, and schemas to guide their responses to campus basic needs insecurity. Findings Higher education professionals have considerable discretion when working with students who are basic needs insecure, and they draw on organizational, professional, and broader social spheres to guide their interactions. We identify three distinct logics—systemic, quiescent, and cautious—that are unique from one another on two dimensions: locus of control and individual response based on perceived locus of control. Conclusions The design and implementation of initiatives designed to support vulnerable students must consider the ways in which on-the-ground professionals understand students, their needs, and the sources of their challenges.

The Academy and the Crisis of African Governance

2003 ◽  
Vol 32 (1-2) ◽  
pp. 9-23
Author(s):  
John Murungi
Keyword(s):  
Higher Education ◽  
Public Goods ◽  
Basic Needs ◽  
Political Corruption ◽  
Democratic Institutions ◽  
Public Resources ◽  
Life Itself ◽  
The Revolution

Richard A. Joseph’s article “Facing Africa’s Predicament: Academe Needs to Play a Stronger Role” (Chronicle of Higher Education, March 7, 2003) poses a thought-provoking question. He asks, “How can a revolution in African governance be effected that would build complexes of institutions that operate efficiently and synergistically?” The revolution is needed, he says, because “entrenched political corruption throughout Africa has become just one element of a broader phenomenon that I call ‘catastrophic governance.’” He defines the catastrophe as “endemic practices that steadily undermine a country’s capacity to increase the supply of public goods to serve the basic needs of its population, including the security of life itself.” The practices he has in mind include repressive regimes, absence of democratic institutions, pervasive corruption, theft, mismanagement, and inefficient utilization of public resources.

scholarly journals Moving Towards Sustainable Policy and Practice – A Five Level Framework for Online Learning Sustainability | Progresser vers des politiques et des pratiques durables : un cadre à cinq niveaux pour un apprentissage en ligne durable

2018 ◽  
Vol 44 (3) ◽  
Author(s):  
Diogo Casanova ◽  
Linda Price
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Higher Education Institutions ◽  
Basic Needs ◽  
Hierarchy Of Needs ◽  
Policy And Practice ◽  
Maslow's Hierarchy Of Needs ◽  
Sustainable Policy ◽  
Different Levels ◽  
Maslow’S Hierarchy Of Needs

This paper addresses the issue of sustainability in online learning in higher education. It introduces and discusses a five-level framework for helping higher education institutions to make the transition from enterprise to sustainable policy and practice in online learning. In particular, it responds to evidence in the literature regarding the lack of sustainability in online learning in higher education. Influenced by Maslow’s hierarchy of needs, this framework is characterized by three different clusters: basic needs, institutional motivation, and stakeholders’ motivations. It is presented hierarchically within five different levels. Examples are provided for each of the levels and suggestions are given to how institutions should respond to each level.Cet article traite de la question de la durabilité dans l’apprentissage en ligne pour l’éducation supérieure. Un cadre de travail à cinq niveaux y est introduit et fait l’objet d’une discussion. Ce cadre a pour but d’aider les établissements d’enseignement supérieur à faire la transition des initiatives complexes aux politiques et pratiques durables en matière d’apprentissage en ligne.. Ce cadre répond notamment aux données probantes de la documentation concernant le manque de durabilité dans l’apprentissage en ligne pour l’éducation supérieure. Influencé par la hiérarchie des besoins de Maslow, le cadre se caractérise par trois grappes différentes : les besoins de base, la motivation de l’établissement et les motivations des intervenants. Il est présenté de façon hiérarchique, en cinq niveaux différents. Des exemples sont fournis pour chacun des niveaux, et des suggestions sont offertes sur la manière dont les établissements devraient réagir à chaque niveau.

scholarly journals Students are Humans First

2021 ◽  
Vol 1 (1) ◽  
pp. 3-17
Author(s):  
Sara Goldrick-Rab
Keyword(s):  
Higher Education ◽  
United States ◽  
Student Success ◽  
Basic Needs ◽  
The United States ◽  
Colleges And Universities ◽  
Present Evidence ◽  
Equity Issues ◽  
Aid Programs ◽  
Challenging Situation

The COVID-19 pandemic has undoubtedly exacerbated the challenging situation facing many students in colleges and universities in the United States. To promote student success and address equity issues in higher education, there is an urgent need to treat students as humans first and attend to their basic needs. In this essay, I present evidence pointing to the fact that the pandemic has made student basic needs insecurity even worse. However, well designed and successfully implemented emergency aid programs and other innovative interventions with equity at the center can help address problems in student basic needs insecurity. I present successful examples in addressing student basic needs insecurity and call for sustained and bold actions.

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