Diversifying academic and professional identities in higher education: some management challenges

This paper draws on an international study of the management challenges arising from diversifying academic and professional identities in higher education. These challenges include, for instance, the introduction of practice-based disciplines with different traditions such as health and social care, the changing aspirations and expectations of younger generations of staff, a diffusion of management responsibilities and structures, and imperatives for a more holistic approach to the "employment package", including new forms of recognition and reward. It is suggested that while academic and professional identities have become increasingly dynamic and multi-faceted, change is occurring at different rates in different contexts. A model is offered, therefore, that relates approaches to "people management" to different organisational environments, against the general background of increasing resource constraint arising from the global economic downturn

In from the margins: development and internationalisation within Irish universities

Universities in Ireland, as elsewhere, are under severe pressure – indeed in crisis according to some commentators. The nature of this crisis is two-fold. First, increasing enrolment figures coupled with dwindling state support leaves universities facing severe financial challenges. Second, and perhaps more critically, the very idea and fundamental role of the university is being challenged through the shifting nature of knowledge(s) and the changing needs of an increasingly complex global society. University “internationalisation” policies and strategies, in remaining narrowly focused on raising revenue through fee-paying international students, are missing valuable opportunities for addressing these wider challenges. Despite the rapidly changed nature of society in Ireland, recent surveys indicate that graduates remain poorly equipped with the skills and knowledge to engage meaningfully with contemporary global issues both at home (e.g. migration, multiculturalism) and abroad (e.g. global trade policy, causes of civil unrest). In the context of broader debates on the role of and function of universities within contemporary globalised societies, this paper argues for a broadening of the conception and resultant strategies of internationalisation to include a mainstreaming of development education so that Irish universities become more adept at fulfilling their mandates of equipping students with a set of knowledge, skills and values to allow them to contribute more fully and meaningfully to economic, political and social life, both at home and abroad. Drawing on the preliminary results of empirical research conducted by the Irish-African Partnership for Research Capacity Building within all nine universities on the island, the paper highlights both opportunities and constraints to such a mainstreaming. At a time when Irish universities face growing competition in the increasingly diverse field of knowledge production, and at a time when Ireland’s 0.7 per cent commitment is under threat, this paper offers some practical pointers for developing a greater global responsiveness and engagement within the Irish higher education sector

The contemporary challenges facing college of education students as future educational leaders at Sultan Qaboos University from their view points : Survey study

The contemporary challenges of young people are matter of high priority, and one of the crucial issues since they are considered as a major part of human capital in Arab States and over the entire world. This study was conducted to investigate the contemporary challenges facing young people as perceived by faculty of education students at Sultan Qaboos University in Sultanate of Oman. Also, the study aimed to determine the extent to which students view points facing contemporary challenges according to their gender, study area, residency, academic year, and grade point average. The main instrument was a questionnaire consisted of (55) items represented the contemporary challenges to gather data from (403) randomly selected participants. The reliability co-efficient of the questionnaire (Chronbach- Alpha) was (0.90) for total items. Means, standard deviation, t-test and analysis of One Way ANOVA were used to analyze data. The result of the study reveled significant differences at (=0.05) level due to gender variable in cultural, humanity and information and media domains for the benefit of females. The findings also show statistically significant differences in students' responses in the culture and humanity domain according to the study year variable in favor of forth-year-student compare with the first-year-student. Concerning the contemporary challenges facing young people, the sequence ranks of students' responses begin with the highest mean (4.12) for the information and media, fellow by consuming(3.95), economical (3.89), humanity (3.75) and culture (3.54) respectively. Depending on the results of the study, several recommendations were concluded and suggested

Higher Education Exchange: 2007

This annual publication serves as a forum for new ideas and dialogue between scholars and the larger public. Essays explore ways that students, administrators, and faculty can initiate and sustain an ongoing conversation about the public life they share.The Higher Education Exchange is founded on a thought articulated by Thomas Jefferson in 1820: "I know no safe depository of the ultimate powers of the society but the people themselves; and if we think them not enlightened enough to exercise their control with a wholesome discretion, the remedy is not to take it from them, but to inform their discretion by education."In the tradition of Jefferson, the Higher Education Exchange agrees that a central goal of higher education is to help make democracy possible by preparing citizens for public life. The Higher Education Exchange is part of a movement to strengthen higher education's democratic mission and foster a more democratic culture throughout American society.Working in this tradition, the Higher Education Exchange publishes interviews, case studies, analyses, news, and ideas about efforts within higher education to develop more democratic societies

Towards the Private Provision of a Public Good: Exploring the role of Higher Education as an instrument of European cultural and science diplomacy with reference to Africa. EL-CSID Working Paper Issue 2018/17 • May 2018

The European Union’s (EU) universities and their provision of higher education (HE) to international students remains one of its most powerful, global cultural assets. They play an important and growing role in EU cultural and science diplomacy. This is due not only to the quality of EU HE but also to its role as a generator of export income and as a provider of a global public good—both of which are powerful indicators of prestige and international influence. Until now, the World Bank has been the leading supporter of HE in Africa, closely followed by the EU. The EU has developed a sophisticated and wide-ranging set of strategies to assist Africa in enhancing the quality and quantity of provision of its HE. These strategies are discussed in this study. The EU and its member states, through their interactions with Africa, have an established track record of supporting advancements in education. The 10th European Development Fund allocated €45 million to support the Nyerere African Union Scholarship Scheme for some 250 individuals per year and, since 2009, students and higher education institutions across the continent have benefited from the Erasmus Mundus Program. African higher education (HE) has recorded the highest growth rates of all the regions of the world since 2000. Universities in many African countries are experiencing a surge in their enrolments. Between 2000 and 2010, higher education enrolments more than doubled, increasing from 2.3 million to 5.2 million”1. But an 8% average enrolment rate (2014) across all sub-Saharan African nations is still much lower than the average of 20-40% for all other developing regions, including North Africa and the Middle East. Moreover, an ongoing brain drain and reduction in public financing for HE institutions in Africa continues to adversely impact quality. Resources have failed to match higher enrolment figures and public universities are under increasing pressure to deliver more with less. Currently, only one percent of total African GDP is spent on higher education

London Creative and Digital Fusion

date-added: 2015-03-24 04:16:59 +0000 date-modified: 2015-03-24 04:16:59 +0000date-added: 2015-03-24 04:16:59 +0000 date-modified: 2015-03-24 04:16:59 +0000The London Creative and Digital Fusion programme of interactive, tailored and in-depth support was designed to support the UK capital’s creative and digital companies to collaborate, innovate and grow. London is a globally recognised hub for technology, design and creative genius. While many cities around the world can claim to be hubs for technology entrepreneurship, London’s distinctive potential lies in the successful fusion of world-leading technology with world-leading design and creativity. As innovation thrives at the edge, where better to innovate than across the boundaries of these two clusters and cultures? This booklet tells the story of Fusion’s innovation journey, its partners and its unique business support. Most importantly of all it tells stories of companies that, having worked with London Fusion, have innovated and grown. We hope that it will inspire others to follow and build on our beginnings.European Regional Development Fund 2007-13

Joyce Foundation - 2007 Annual Report

Contains president's message, program information, grants list, financial statements, and lists of board members and staff