Sharing Knowledge, Transforming Societies: The Norhed Programme 2013-2020

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Sharing Knowledge, Transforming Societies

"In June 2016, the Norwegian Programme for Capacity Development in Higher Education and Research for Development (Norhed) hosted a conference on the theme of ‘knowledge for development’ in an attempt to shift the focus of the programme towards its academic content. This book follows up on that event. The conference highlighted the usefulness of presenting the value of Norhed’s different projects to the world, showing how they improve knowledge and expand access to it through co-operation. A wish for more meta-knowledge was also expressed and this gives rise to the following questions: Is this way of co-operating contributing to the growth of independent post-colonial knowledge production in the South, based on analyses of local data and experiences in ways that are relevant to our shared future? Does the growth of academic independence, as well as greater equality, and the ability to develop theories different to those imposed by the better-off parts of the world, give rise to deeper understandings and better explanations? Does it, at least, spread the ability to translate existing methodologies in ways that add meaning to observations of local context and data, and thus enhance the relevance and influence of the academic profession locally and internationally? This book, in its varied contributions, does not provide definite answers to these questions but it does show that Norhed is a step in the right direction. Norhed is an attempt to fund collaboration within and between higher education institutions. We know that both the uniqueness of this programme, and ideas of how to better utilise the learning and experience emerging from it, call for more elaboration and broader dissemination before we can offer further guidance on how to do things better. This book is a first attempt.

Theoretical and Methodological Perspectives on Higher Education Management and Transformation

As an interdisciplinary field of study, higher education research is still underdeveloped in terms of theoretical matureness and rigour. This book offers perspectives on how a range of methodological choices, theoretical approaches and conceptualisations from other disciplines can be successfully applied and utilised in the context of higher education. As a reader compiled of independent chapters, the book is particularly aimed at PhD students in the field of higher education administration. The book consists of three parts: I Methodological Approaches – examples for early career researchers; II Conceptual Approaches Utilised to Understanding University Transformation; and, III Scholarly Traditions Applied to Understand Universities and Academic Work. The first part highlights the importance of methods in research, and provides examples of academic dissertations with strong methodological groundings. In the second part, the authors provide theoretical and conceptual aids to analyse the transformation of higher education. The third part focuses on how traditional and well-established theoretical approaches can be applied to higher education settings in terms of, for example, research questions

The Contest of Representation: Photographic Images of Ethiopian Women in National Print Media, Development Aid Organisations and Galleries

The repetition of particular photographic narratives may homogenise women from the non-European world, particularly those from sub-Saharan Africa, who are often portrayed as victims of drought, famine, war and conflict. The research critically analyses the historical and contemporary construction of female bodies in Ethiopia through photographic images. It provides a novel overview of the least explored representational practices, by comparing photographic works commissioned by aid and development organisations with those produced by Ethiopian photographers. It specifically considers how far stereotypical representations are being challenged and deconstructed in contemporary practices of photography in Ethiopia. This project assesses over seventy photographic images, ranging from picture postcards to photojournalism and photo-essays, and seeks to critically interpret them from their site of production to their final presentation in different modes of circulation (Rose, 2003). It triangulates the meanings of images through developing an understanding of the specificity of documentary photographs, the photographers’ intent and the demands of institutions, including the national print media, development aid organisations and galleries. The research argues that some Ethiopian photographers use the photographic image as a medium to confront stereotypes in picturing poverty, drought, famine, malnutrition and HIV/AIDS, there by contesting narratives about Ethiopia and Ethiopians in the process

Assessing the implementation of quality assurance policy in Ethiopian higher education institutions

In Ethiopia, quality assurance in higher education is one of the government's top priorities, just like in other developing nations. This thesis assesses the implementation of quality assurance (QA) policies in Ethiopian public higher education. More specifically, it concentrates on determining the effectiveness of quality assurance practices and identifying implementation gaps in line with HERQA/ETA focus areas. The key research questions were: „how and under what conditions do public universities in Ethiopia execute ETA quality assurance policies, and what contextual factors influence QA policy implementation?‟ The study is based on the concept that student learning is at the heart of universities‟ educational purpose, and that focusing on the key educational processes and situations that impact student learning quality makes QA procedures more successful. The study was based on a conceptual framework comprising important concepts in contingency and institutional theories, as well as quality assurance approaches. Two organisational theories, contingency theory, and neo-institutional theory were used to provide a theoretical lens for explaining how internal and external organisational settings impact the implementation of QA policies at HEIs. The study employed a qualitative research approach, which included semi-structured interviews, textual open-ended questions, and document analysis. Purposive sampling was used to choose four public institutions as data sources. The ETA and MoE were also added at the macro level to analyse the impact of institutional contexts on institutional quality audit practices. The findings show that the implementation of QA policies was not conceptualised in public higher education at large and that reality on the ground differs from the literature generated on the science of QA, instead being applied partially in public institutions. They lack proper QA structures, processes, and documented policies. The QA initiatives were carried out without a clear sense of direction and objectives, resulting in ineffective coordination. Self-evaluations were held symbolically at higher levels of institutions, and the outcomes of the evaluations were seldom used in an organised manner to enhance teaching-learning, faculty decision-making and planning processes. It might be inferred that the ETA‟s quality assurance policies appear to be disconnected from internal quality improvement programmes in HEIs. It is suggested that HEIs design institutional quality QA policies, mobilise resources for institutional quality development, construct fully-fledged QA structures at all levels, and staff the structures with the appropriate human resources. HEIs should begin and carry out effective self- assessment of their operations, own it, and strive towards achieving their stated goals. It is critical that the ETA creates accreditation mechanisms for public HEIs, particularly at the institutional level. The ETA should be more independent, with greater autonomy and adequate resources to become a sustainable professional agency supporting the HE sectors.Educational Leadership and ManagementD. Phil. (Education (Education Management)

Sounding Together

Sounding Together: Collaborative Perspectives on U.S. Music in the Twenty-21st Century is a multi-authored, collaboratively conceived book of essays that tackles key challenges facing scholars studying music of the United States in the early twenty-first century. This book encourages scholars in music circles and beyond to explore the intersections between social responsibility, community engagement, and academic practices through the simple act of working together. The book’s essays—written by a diverse and cross-generational group of scholars, performers, and practitioners—demonstrate how collaboration can harness complementary skills and nourish comparative boundary-crossing through interdisciplinary research. The chapters of the volume address issues of race, nationalism, mobility, cultural domination, and identity; as well as the crisis of the Trump era and the political power of music. Each contribution to the volume is written collaboratively by two scholars, bringing together contributors who represent a mix of career stages and positions. Through the practice of and reflection on collaboration, Sounding Together breaks out of long-established paradigms of solitude in humanities scholarship and works toward social justice in the study of music

Transforming Social Work Field Education

Social work field education in Canada is in crisis. New understanding and approaches are urgently needed. Innovative and sustainable models need to be explored and adopted. As professionals, social workers are expected to use research to inform their practice and to contribute to the production of research. Yet many social workers are reluctant to integrate research into their practice and into field education. Transforming Social Work Field Education encourages the adoption of research and scholarship into the practice of social work, especially field education. It offers current theoretical concepts and perspectives that shape social work field education and provides case studies of practice research grounded in the experiences of diverse communities and countries. Highlighting cutting-edge research and scholarship, each chapter addresses critical issues in social work practice and their implications for field education. Bringing together scholars at various stages of their careers, this book fosters a meaningful dialogue on the dynamic, complex, and multi-faceted nature of social work practice, research, and innovation in the critical area of field education. A vivid and original work, it stimulates interest and discussion on the integration of research and scholarship in social work field education in Canada and around the world. With contributions by: Wasif Ali, Helen Asrate Awoke, Kelemua Zenebe Ayele, Afework Eyasu Aynalem, Nicole Balbuena, Morgan Jean Banister, Natalie Beck Aguilera, Sheila Bell, Heather M. Boynton, Janice Chaplin Mailing, Emmanuel Chinlanga, Jill Ciesielski, Alise de Bie, Emma De Vynck, Cyerra Gage, Anita R. Gooding, Zipporah Greenslade, Annelise Hutchinson, Christine Anne Jenkins, Vibha Kausik, Ermias Kebede, Edward King, Kaltrina Kusari, William Lamar Medley, Karen Lok Yi Wong, Alexandra Katherine Mack, The Ottawa Adult Autism Initiative, Endalkachew Taye Shiferaw, Richardio Diego Suárez Rojas, Margaret Janse van Rensburg, Jennie Vengris, and Courtney Larissa Weave

North-South Knowledge Networks

Since the 1990s, internationalisation has become key for institutions wishing to secure funding for higher education and research. For the academic community, this strategic shift has had many consequences. Priorities have changed and been influenced by new ways of thinking about universities, and of measuring their impact in relation to each other and to their social goals. Debates are ongoing and hotly contested. In this collection, a mix of renowned academics and newer voices reflect on some of the realities of international research partnerships. They both question and highlight the agency of academics, donors and research institutions in the geopolitics of knowledge and power. The contributors offer fresh insights on institutional transformation, the setting of research agendas, and access to research funding, while highlighting the dilemmas researchers face when their institutions are vulnerable to state and donor influence. Offering a range of perspectives on why academics should collaborate and what for, this book will be useful to anyone interested in how scholars are adapting to the realities of international networking and how research institutions are finding innovative ways to make North–South partnerships and collaborations increasingly fair, sustainable and mutually beneficial