scholarly journals The Epistemic Goods of Higher Education

2020 ◽  
Vol 25 (2) ◽  
pp. 116-133
Author(s):  
Ben Kotzee
Keyword(s):  
Higher Education ◽  
Philosophy Of Education ◽  
Teaching And Research ◽  
Epistemic Justice ◽  
Economic Roles ◽  
Economic Functioning ◽  
University Degree ◽  
The University ◽  
Epistemic Perspective ◽  
Do So

In this paper, I investigate two clashing perspectives regarding the good of the university: a socio-economic and an epistemic perspective. I position current writing on the university in the philosophy of education as being largely socio-economic and contrast this view to an earlier tradition of writing about the university that I position as mostly epistemic. Following on from this discussion, I review the university’s role in the distribution of social and epistemic goods. I hold that the university directly controls only the latter, not the former and hold that whatever socio-economic roles the university plays in society, it must do so through the distribution of knowledge in society. Next, I explore what this means for the university’s socio-economic functioning: I hold that seeing the good that the university distributes as knowledge places limits on its socio-economic functioning. Lastly, I ask what the university can do to promote epistemic justice in how it conducts teaching and research. I hold that one of the most important things that the university can do in the name of epistemic justice is to educate others (especially employers) about the true worth of a university degree.

Evaluation of the Academic Setting in Spain 1This study was financed by the University of Oviedo.

1995 ◽  
Vol 11 (2) ◽  
pp. 133-137 ◽  
Author(s):  
Juan Fernández ◽  
Miguel A. Mateo ◽  
José Muñiz
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Social Climate ◽  
Three Dimensions ◽  
Academic Setting ◽  
Teaching And Research ◽  
Evaluation Questionnaire ◽  
University Teachers ◽  
The University

The conditions are investigated in which Spanish university teachers carry out their teaching and research functions. 655 teachers from the University of Oviedo took part in this study by completing the Academic Setting Evaluation Questionnaire (ASEQ). Of the three dimensions assessed in the ASEQ, Satisfaction received the lowest ratings, Social Climate was rated higher, and Relations with students was rated the highest. These results are similar to those found in two studies carried out in the academic years 1986/87 and 1989/90. Their relevance for higher education is twofold because these data can be used as a complement of those obtained by means of students' opinions, and the crossing of both types of data can facilitate decision making in order to improve the quality of the work (teaching and research) of the university institutions.

Social Networks in the Higher Education Framework- Understanding the University as an Organization

2012 ◽  
pp. 805-824 ◽  
Author(s):  
José Antonio Álvarez Bermejo ◽  
César Bernal Bravo ◽  
Manuel Jesús Rubia Mateos ◽  
Javier Roca Piera
Keyword(s):  
Higher Education ◽  
Social Networks ◽  
Social Network ◽  
Learning Outcomes ◽  
Learning Process ◽  
Self Esteem ◽  
Social Aspects ◽  
Restricted Group ◽  
University Degree ◽  
The University

Recent studies are focusing on how social networks impact the learning process and how students organize themselves to face collaborative tasks via these networks, as well as their impact on the learning outcomes of the students. In a number of these studies, learning social aspects are analyzed, showing, among other issues of interest, that participating in social networks positively affects students’ self-esteem. In this article it is shown how this applies to the university model being adopted in Europe. Nowadays, the student is limited by the class and by the restricted group of people enrolled in that same university degree. In which way can the university facilitate that students get to each other so that they can find aspects in common and therefore the set of relationships grows? This chapter shows how our university—Universidad de Almería, UAL—globalizes its campus providing access to every student, as well as how this social network is succeeding.

The genesis and emergence of Education 3.0 in higher education and its potential for Africa

First Monday ◽  
2007 ◽  
Author(s):  
Derek Keats ◽  
J. Philipp Schmidt
Keyword(s):  
Higher Education ◽  
Short Story ◽  
Educational Process ◽  
Western Cape ◽  
Left Behind ◽  
Interactive Education ◽  
Key Stakeholders ◽  
And Behavior ◽  
The University ◽  
Do So

This paper presents a scenario in which education is approaching a potential tipping point, where major changes are about to happen as a result of developments in technology, social networking, deeper understanding of educational process, as well as new legal and economic frames of reference. The set of changes constitute what we refer to as Education 3.0, and it impacts on the roles and behavior of key stakeholders. Education 1.0 is mainly a one-way process, Education 2.0 uses the technologies of Web 2.0 to create more interactive education but largely within the constraints of Education 1.0. Education 2.0 is laying the groundwork for Education 3.0, which we believe will see a breakdown of most of the boundaries, imposed or otherwise within education, to create a much more free and open system focused on learning. The scenario we describe suggests that Africa can shape these changes to benefit its own development, but that if it fails to do so, it will be left behind and will end up impacted negatively by the changes that are inevitable. We list the adjustments required at the level of institutions of higher education to become leaders of Education 3.0 and present some of the activities that the University of the Western Cape is undertaking in this area. Finally, we offer a fictional short story to provide an Education 3.0 narrative.

scholarly journals Enhancing higher education curricula: A case study from the University of Waikato, New Zealand

2018 ◽  
Author(s):  
Robyn Longhurst ◽  
Alister Jones
Keyword(s):  
Higher Education ◽  
New Zealand ◽  
Curriculum Change ◽  
Teaching And Research ◽  
Wide Scale ◽  
Auto Ethnography ◽  
The University

In 2014, the University of Waikato launched the Curriculum Enhancement Programme (CEP). As the leaders of this programme we have used auto-ethnography to reflect critically on our experience. Throughout the course of the CEP some things have gone well; others, in hindsight, have not gone so well and in retrospect we would have done them differently. This includes using more channels of communication, more frequently, especially with staff; getting all of Waikato's faculties to pull together more effectively as one institution; and working harder to increase students' opportunities for interdisciplinarity in teaching and research. These lessons, we hope, will be helpful for others also embarking on wide-scale curriculum change.

scholarly journals The Ph.D.-candidate as an information literate resource

2012 ◽  
Vol 4 (2) ◽  
Author(s):  
Hilde Daland
Keyword(s):  
Reference Group ◽  
Academic Staff ◽  
Research Projects ◽  
Research Support ◽  
Teaching And Research ◽  
New Approaches ◽  
Library Resources ◽  
The Right ◽  
The University ◽  
Do So

One of Agder University Librarys goals is to support teaching and research at the University of Agder (UoA). To do so, the library should be involved in research projects and offer the right products at the right time. The spring of 2012 a survey was conducted among researchers (academic staff and Ph.D.-students) at the faculty of humanities and education at UoA as well as the library staff. Aditional interviews was made with the library´s research librarians and two of the Ph.D.-students. The surveys and interviews made it clear that researchers and librarians have a different conception on what research support is and should be. While librarians focus mostly on library resources, the researchers focus more generally on practical, economical and administrative help to make research possible. However, the majority answered yes to the question on the library being an important part of research support.Working closely with the researchers can help to offer the right library resources at the right time. Ph.D.-students are less likely to be set in their ways in regards to information behaviour and will often be positive to try new approaches. Also, the Ph.D.-students can be used as a reference group for developing library resources for researchers, for example subject guides. The outside perspective on the library can help to find new ways of approaching research support to make it more useful to researchers.

scholarly journals Towards an Ethnography Commons

2017 ◽  
Vol 1 (1) ◽  
pp. 1
Author(s):  
Eli Elinoff
Keyword(s):  
Ethnographic Research ◽  
Research Practice ◽  
Transformative Research ◽  
Teaching And Research ◽  
Social Interventions ◽  
The World ◽  
The Commons ◽  
Writing Culture ◽  
The University ◽  
Do So

How might the notion of an ethnography commons transform ethnographic research practice and pedagogy? In this paper, I consider how the concept of the commons, in all of its messiness, might provide a way of not only addressing questions surrounding the boundaries of ethnographic research and knowledge that have been fundamental to anthropology since Writing Culture (Clifford and Marcus 1986), but also for crafting more transformative research and social interventions into the world itself. I do so first by considering how contemporary structures of capitalism are shaping the university, our research, and our relationships with our students. Then, I trace the ways in which the debates about the boundaries of ethnography have transformed research and pedagogy over the last 20 years. Finally, I conclude by suggesting a number of potential trajectories for acting on the promise of the commons through ethnographic teaching and research.

scholarly journals Hvad gør de med faglighed og køn? - interview med studerende på et humanistisk studium

2000 ◽  
Author(s):  
Susanne V. Knudsen
Keyword(s):  
Higher Education ◽  
Close Reading ◽  
Teaching And Research ◽  
Second Year ◽  
And Gender ◽  
The University ◽  
Academic Content

The article interprets professianlism and gender in mothertongue studies in higher education and research. The interpretation is based on a close reading of interviews with students who are in their second year. Opinions on academic content and approach divide the students, who are writing their M.A. theses, into two groups: some students' pronouncements are accepting and general, while others are critical and specific in what they say. The opinions on teaching and research devide the students, who are on their second year, where few want more research in their learning, whereas most of the studens are unaware of research in the teaching. They prefer to learn to teach as proffessionals outside the university. Some of the women can tell how their choises to teach outside the university are despised in mothertongue  studies in higher education. Theoretically and methodologically the author of this article is inspired by social constructivists and thinking beyond binarities by poststructuralism and postfeminist theories.

scholarly journals Thinking about going to university? Segmenting undergraduates

2019 ◽  
Author(s):  
Marta Retamosa ◽  
Ángel Millán ◽  
Juan Antonio García
Keyword(s):  
Higher Education ◽  
Latent Class ◽  
Higher Education Institutions ◽  
Evaluation Criteria ◽  
University Administrators ◽  
Body Of Knowledge ◽  
University Selection ◽  
Males And Females ◽  
University Degree ◽  
The University

Choosing a university is a crucial decision in a person's life because, most of the time, the acquisition of a university degree allows him access to better working conditions. Universities are interested in knowing the factors that students cite as impacting their choice of university. This study aims to classify future university students according to different evaluation criteria that could help university administrators to improve their recruitment and positioning strategies. Building on the growing body of knowledge related to the marketing of Higher Education Institutions, the current study seeks to further explore the existence of segments featuring different selection patterns. The main goal of this study was tested by applying Latent Class Analysis as a segmentation method, also referred to as Latent Class Cluster Analysis. This study found that students have different sets of motivations for their choice of Higher Education Institutions, and also found significant differences in the motivations of males and females with regard to university selection. All of these findings are of great importance to the managers of university brands, particularly at the university under study.

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