SURVEY ON STUDENTS' PERCEPTION ON UNIVERSITY LEADERSHIP RESPONSIVENESS TO ADDRESSING THEIR CONCERNS

2021 ◽  
pp. 120-130
Author(s):  
Jacklyne Alari ◽  
Maurice Okoth
Keyword(s):  
Teaching And Learning ◽  
Social Issues ◽  
Higher Learning ◽  
Traumatic Experiences ◽  
Student Needs ◽  
University Leadership ◽  
Institutions Of Higher Learning ◽  
Timely Feedback ◽  
The University ◽  
Analyze Data

Abstract Students' experience in institutions of higher learning can be a factor of make or break for the institution. Good students' experience is a great marketer of the institution through referrals of word of mouth by alumni and bad experiences can be great de-marketer. It is important that the universities strive to deliberately improve on students' experience. Research indicates that great students' experience in universities promotes peaceful co-existence, enhances academic performance and minimize disruption to teaching and learning. Enhanced students experience is directly proportional to good handling of students' complaints as they may come up from time to time. The study was guided by the following objectives: What are the major students concerns in the universities in Kenya? Is the University leadership aware of the students concerns? How does the University leadership address the major students concerns? A survey was conducted, data was randomly collected using digital google forms questionnaires. A total of 167 respondents participated in the study. Descriptive statistics was used to analyze data. Quantitative data was analyzed directly using the google forms application as responses were received. Qualitative data was analyzed by creating themes and developing a narration. Results show that the major students concerns are: Stressful/traumatic experiences, academic issues and social issues. The findings also reveal that the university leadership is aware of the concern however there are serious lapses in addressing students' concerns. The lapses are systemic, policy related, legislative, leadership, governance resulting to unsatisfying or no responses. The study recommends that there is need for timely feedback by University leadership on the key students concerns. Further there is need for a structured platform of feedback that is interactive and friendly. These include but not limited to dialogue; constant monitoring of student needs in order to improve the general students' experience in universities.

scholarly journals L’ENSEIGNEMENT DU FRANÇAIS AU NIVEAU SUPERIEUR AU KENYA

2018 ◽  
Vol 10 (2) ◽  
Author(s):  
Milcah M. Chokah
Keyword(s):  
Foreign Language ◽  
Teaching And Learning ◽  
Higher Learning ◽  
Global Village ◽  
University System ◽  
Institutions Of Higher Learning ◽  
Village People ◽  
Teaching Learning ◽  
The University ◽  
Different Cultures

As technology transforms the world into a global village, people become more and more exposed to different cultures and opportunities. Opportunities for a better life, better education, better employment. Languages – especially foreign languages - have gained a special status in education systems. People want to learn other languages to be able to communicate and take advantage of what other countries have to offer. French as a foreign language was introduced into the Kenyan education system with noble objectives, the main one being to facilitate communication between Kenya and francophone members of the then African Union. In the late 1960s French was introduced into the university system and is today the most popular foreign language studied. Most institutions of higher learning in Kenya offer courses in French either as a main subject or as a support subject. However, the teaching/learning of this language has not been without challenges. The main objective of this paper was to examine the programmes offered, how they are organized and their relevance to the teaching/learning of French as a foreign language. It also investigated the challenges and the new approaches that could enhance the teaching and learning of French in institutions of higher learning

scholarly journals Decolonisation and Rehumanising through Reclaiming the Humanities in ODEL

2021 ◽  
Vol 3 (1) ◽  
pp. 178-196
Author(s):  
Callum Scott ◽  
Yolandi Coetser
Keyword(s):  
South African ◽  
Teaching And Learning ◽  
Higher Learning ◽  
Knowledge Systems ◽  
Academic Administrators ◽  
Institutions Of Higher Learning ◽  
The Face ◽  
E Learning ◽  
Utilitarian Approach ◽  
The University

Due to an oft held presupposition by academic administrators that the humanities lack utility, it is common for humanities scholars to be fearful of the demise of our disciplines in institutions of higher learning. In a number of western institutions, humanities departments have been closed based upon this logic. Locating the discussion within the South African academy and based particularly upon the pedagogical experience of the University of South Africa, the authors note an emerging juxtaposition to the western utilitarian approach toward humanities. The decolonial turn is gaining traction in neo colonies and offers an approach away from western positivist-inspired reductivism. Therefore, from within the decolonial milieu, a recovery of the importance of researching and teaching themes of the human can arise when the conception of the person is integrally restored. We argue that when dominant knowledge systems are dislodged, space is created for epistemic plurality by which epistemic re-centring occurs. Doing philosophy in the decolonial environment affords the privilege of reclaiming humanity in the face of its neo colonial mutilation. This is even more so, when philosophy is taught through the dispersed mode of open, distance, and e-learning (ODeL), an andragogy that encourages recentring and decolonisation in both the theory and praxis of teaching and learning.

scholarly journals Old Pedagogies for Wise Education: A Janussian Reflection on Universities

Philosophies ◽  
2021 ◽  
Vol 6 (3) ◽  
pp. 64
Author(s):  
Zane M. Diamond
Keyword(s):  
Teaching And Learning ◽  
Scaling Up ◽  
Essential Elements ◽  
Higher Learning ◽  
Learning Modalities ◽  
Institutions Of Higher Learning ◽  
History Of ◽  
The University ◽  
Methodological Aspects ◽  
Key Terms

This paper presents a synthesis of time-honoured pedagogical approaches to develop wisdom suitable to address the urgent problem-solving requirement of the modern university. During these last 30 years, I have employed a range of critical, interpretivist, qualitative research methods to examine archival and archaeological evidence and conduct cross-cultural and often comparative and international case studies to study wisdom. My central concern has been to understand how teachers across diverse locations throughout history have learned to develop wisdom and how they have educated others to such understandings. As part of this work, I examined the modern university and its capacity to engage with local knowledge and wisdom. Over the course of analysis, I find that one of the constraints of scaling up institutions for learning wisdom into the now global model of the university is that universities have forgotten how to develop wisdom in the race towards industrialisation, colonisation, and neo-liberalism within the scientific paradigm. One of the early sacrifices of such scaling up was the ability of the university to preserve an intention to develop the wisdom of its students. Therefore, distant memory now is the ideation of wisdom that many societies and civilisations, and their institutions of higher learning, are in danger of forgetting the pedagogical pathway to do so. The paper begins with an examination of the long history of pedagogies for the development of wisdom. I then briefly discuss the methodological aspects of this paper and explain my key terms: information, knowledge and wisdom, followed by an examination of wisdom through the lens of the teaching and learning modalities of the Oral, Written, and Printing. My synthesis of wisdom artefacts and stories about pedagogy suggests that while wisdom is individually sensed, understood, and lived phenomenologically, its meaning is latent, socially agreed, and constrained in terms of how and if universities might cultivate its essential elements. Taking a Janussian backward- and forward-looking view, I propose a remembering and reconnecting approach to educating for wisdom through purposeful consideration of what we know about time-honoured pedagogies for teaching and learning wisdom, what are its current constraints, and what are its future opportunities in the university into the new postmodern, planetary, virtual education era.

scholarly journals Contribution to research when engineering is taught through ODL: A Sri Lankan case study

2012 ◽  
Vol 7 (1) ◽  
pp. 87-96
Author(s):  
Kolita S. Weerasekera
Keyword(s):  
Sri Lanka ◽  
Teaching And Learning ◽  
Research Output ◽  
Higher Learning ◽  
Sri Lankan ◽  
Engineering Technology ◽  
Research Activities ◽  
Institutions Of Higher Learning ◽  
The University

This paper is based on a study that investigated a general conception that academics and students of engineering in ODL institutions conduct less research compared to those teaching and learning in conventional institutions of higher learning. The study first observed the level of research conducted by Sri Lankan researchers, and compared it to similar activities carried out in neighbouring countries. Subsequently, attention was focused on the Open University of Sri Lanka (OUSL), which is the pioneer ODL institution in Sri Lanka. It closely observed the research carried out at OUSL over the last few years and made comparisons between different disciplines. A tracer study was carried out to identify the research activities at the Faculty of Engineering Technology over the years and compare them with the research done at other OUSL faculties. It was evident from this study that the number of research papers presented at conferences and journal articles generated by the Faculty of Engineering Technology was low compared to the number produced by the other three faculties in the university. The study revealed some interesting reasons for the low level of engineering-based research output when engineering is taught through ODL.

John W. Boyer, The University of Chicago: A History (Chicago: University of Chicago Press, 2015), 676pp. ISBN: 9780226242514

2017 ◽  
Author(s):  
Roger L. Geiger
Keyword(s):  
Higher Learning ◽  
University Of Chicago ◽  
Democratic Institution ◽  
American Universities ◽  
American Higher Education ◽  
Institutions Of Higher Learning ◽  
History Of ◽  
History Of The University ◽  
The University ◽  
University Of Chicago Press

This chapter reviews the book The University of Chicago: A History (2015), by John W. Boyer. Founded in 1892, the University of Chicago is one of the world’s great institutions of higher learning. However, its past is also littered with myths, especially locally. Furthermore, the university has in significant ways been out of sync with the trends that have shaped other American universities. These issues and much else are examined by Boyer in the first modern history of the University of Chicago. Aside from rectifying myth, Boyer places the university in the broader history of American universities. He suggests that the early University of Chicago, in its combination of openness and quality, may have been the most democratic institution in American higher education. He also examines the reforms that overcame the chronic weaknesses that had plagued the university.

Some Thoughts on the Socratic Method

1984 ◽  
Vol 43 ◽  
pp. 6-7 ◽  
Author(s):  
Ethan M. Fishman
Keyword(s):  
Political Philosophy ◽  
Higher Learning ◽  
Political Scientist ◽  
Socratic Method ◽  
Teaching Techniques ◽  
Institutions Of Higher Learning ◽  
Question And Answer ◽  
History Of ◽  
Pedagogic Tool ◽  
The University

The Socratic method was the major pedagogic tool at the first great Western university, Plato's Academy, and continues to be respected, at least in theory, by teachers at our institutions of higher learning. Yet today many of Plato's heirs in the university community seem to hold several perhaps innocent but nonetheless serious misconceptions concerning the Socratic technique. As a political scientist interested in the history of political philosophy, I have developed some thoughts on this subject in response to repeated inquiries by colleagues and students alike.One popular inaccuracy describes the Socratic method as an openended question and answer process. Actually, the Socratic approach has a singular purpose, namely the search for truth, and it is this explicit goal rather than an informal procedure of give and take which distinguishes the Socratic method from other teaching techniques.

Developing information literacy courses for students through virtual learning environments in Tanzania: Prospects and challenges

IFLA Journal ◽  
2021 ◽  
pp. 034003522110182
Author(s):  
Evans F Wema
Keyword(s):  
Learning Environments ◽  
Information Literacy ◽  
Teaching And Learning ◽  
Virtual Learning ◽  
Higher Learning ◽  
Virtual Learning Environments ◽  
Web Based ◽  
Face To Face ◽  
Institutions Of Higher Learning ◽  
The Face

This article reviews literature on the use of virtual learning environments by highlighting their potential and the challenges of introducing the same in Tanzania. It introduces the concept of virtual learning environments by demonstrating their applications to support teaching and learning. The article discusses the use of virtual learning environments in teaching information literacy courses by highlighting the success of using such tools in facilitating the teaching of information literacy courses to library users. In this review, special emphasis is placed on attempts by Tanzanian institutions of higher learning to introduce web-based teaching of information literacy and the challenges faced. The review reveals the need for Tanzanian institutions of higher learning to develop virtual learning environments to facilitate the teaching of information literacy courses to students and faculty so as to reach many of those who may not manage to attend the face-to-face information literacy sessions that are offered by librarians on a regular basis.

scholarly journals Deep Knowledge: A Strategy For University Budgetary Cuts

2016 ◽  
Vol 9 (4) ◽  
pp. 145-158
Author(s):  
Douglas B. Reynolds
Keyword(s):  
Business Model ◽  
Low Cost ◽  
Academic Programs ◽  
Higher Learning ◽  
Social Value ◽  
Budget Cuts ◽  
Deep Knowledge ◽  
Cost Cutting ◽  
Institutions Of Higher Learning ◽  
The University

During and after the Financial Crisis of 2008, many institutions of higher learning have had revenue and budgetary reductions, forcing them to make severe university budget cuts and university reductions in force.  Often the university cuts are preceded by a process of evaluation of academic programs where institutions determine what they stand for and value.  One option, when forced to downsize, is to use a business model, such as Sullivan (2004) explains, where high-value, low-cost programs are kept and low-value, high-cost programs are cut.  However, a business model of education does not reflect the true social value of education or the importance of arts, sciences and humanities, where students learn how to struggle with, write about and understand the world.  John Henry Cardinal Newman’s (1852) treatise, The Idea of a University, suggests an alternative strategy of cost cutting that has to do with deep knowledge, i.e. keep the oldest programs in existence on a given university.  Using the deep knowledge concept, a university will cut young (junior programs) first and retain old (senior) programs until the very last, rather than deciding cuts based on a business model.  The deep knowledge concept emphasizes a Socratic ideal where professors and students wrestle over concepts, such as the meaning of “beauty.”

scholarly journals PELAKSANAAN PENGAJARAN DAN PEMBELAJARAN KURSUS PENGAJIAN MALAYSIA: KAJIAN TINJAUAN DI UNIVERSITI ISLAM ANTARA BANGSA SELANGOR

2018 ◽  
Vol 3 (2) ◽  
Author(s):  
Hairol Anuar Hj Mak Din ◽  
Khairul Hamimah Mohd Jodi ◽  
Faridah Che Hussain
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Teaching And Learning ◽  
Higher Learning ◽  
Teaching Staff ◽  
Graduation Requirement ◽  
Teaching Aids ◽  
Institutions Of Higher Learning ◽  
Implementation Assessment ◽  
General Studies

The Malaysia  Education Blueprint 2015-2025 clearly shows the aspirations of the Higher Education Ministry on the importance of applying national identity among graduates at Higher Education Institutions. In line with the wishes, the course of Malaysia Studies is a major medium for the building of patriotism values among students. Hence, the Malaysian Studies Course was strengthened and used as one of the General Subjects (MPUs) conducted by all Institutions of Higher Learning. All citizens and non-citizens are required to attend and pass the Malaysian Studies Course as a graduation requirement. In order to make the course more interesting and interactive, the Teaching And Learning method is always improved to achieve the predetermined learning outcomes. Thus, a study using a quantitative approach has been undertaken to identify students' responses to the implementation of the Malaysian School of Excellence in KUIS. The Teaching And Learning implementation assessment for this course is based on scoring components, teaching staff and teaching aids. The findings show that Teaching And Learning implemented in Malaysian Studies courses is relevant and capable of applying the elements of identity and patriotism among students. Keywords: Teaching And Learning, General Studies subjects, Malaysian Studies Course

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