230 research outputs found
Changing boundaries in Israeli higher education
This paper analyses the main changes that took place in the Israeli
higher education system in the last decades, and accounts for the reconstruction
of its external and internal boundaries. It also provides a conceptual framework
for comparing national higher education systems from a comparative perspective.
The paper examines the developments that characterise the restructuring of the
Israeli higher education from an international comparative outlook, and relates
to the following parameters: (a) expansion in size; (b) diversification of the higher
education institutions; (c) the emergence of new academic fields of study; (d) the
upgrade of many professions and occupations to an academic status; (e) the
redefinition of graduate degrees; (f) the impact of the new information
technologies on shaping academic environments; and (g) the influence of the
globalisation and internationalisation trends on the development of national
higher education systems.peer-reviewe
The impact of cultural and economic globalisation on the planning and function of higher education in North Africa and the Middle East
Discusses the impact of globalization on higher education in the Arab World, particularly North Africa and the Middle East. The influence has been positive regarding the university's openness to the world and involvement in global intellectual and scientific activity and culture. However, globalization is also seen in the academia as tantamount to westernization and a source of domination and imperialism.peer-reviewe
Des diplomes algeriens parlent de la formation universitaire
This evaluation of higher education in Algeria was performed by means of open-ended interviews with eight graduates of the University of Constantine. From the beginning of the 1980s, it was found that all disciplines, including Economics, Law, Library Science, and Psychology, showed failures in academic training. A change of direction towards making teaching more rigorous and career-oriented is recommended.peer-reviewe
Higher education and state legitimation in Cyprus
This paper will investigate the state's utilisation of higher education
policy as 'compensatory legitimation' within the Cypriot context in the late 1980s.
It argues that not only the establishment of the University of Cyprus in 1989 - after
thirty years of strong nationalist opposition during the British colonial
administration and another thirty years of state hesitation and postponement
during political independence - but also the character of the established
University (state-based and linked to the international community of scholarship)
can be explained mainly as the result of the state's decision to utilise higher
education in order to make up for its serious deficit in legitimacy. It also maintains
that the state used the policy strategy of expertise and to a lesser extent the policy
strategy of participation in order to legitimate the process that determined
the character of both the University and the knowledge that it was expected to
produce.peer-reviewe
Management in the Greek system of higher education
This article aims to outline the relationship between the Ministry of
Education and the institutions of higher education in Greece. The co~ordination of
this relationship is an issue vital for both the academic institutions - which require
a degree of administrative independence to do their work on behalf of society; and
for the State - which wishes to assure itself that the institutions of higher education
are serving adequately the needs of society. The article concludes by arguing that
the Ministry of Education exercises its control in the higher education sector
through laws and regulations and intervenes in the day-ta-day administrative work
of the academic institutions. The institutions in higher education are entirely
subordinate to the State and have a limited voice in the decisions affecting their
future development. Therefore. ministerial supervision may be considered as a case
of 'bureaucratic overcentralisation' rather than as 'guidance' of the State.peer-reviewe
Datos: un nuevo material a moldear por el artista multimedial
El presente trabajo busca brindar un acercamiento al vínculo y la incidencia del análisis de datos en la vida contemporánea, y como el arte logra apropiarse e incluirlos en diversas producciones artísticas contemporáneas.
Se realizará un recorrido por la clasificación de los datos que priman y fluyen a través de las actuales redes de comunicación a fin de hallar obras que reflejen el modo en que el arte logra apoderarse y convertir los datos en un nuevo material a moldear por el artista Multimedial.Facultad de Bellas Arte
Datos: un nuevo material a moldear por el artista multimedial
El presente trabajo busca brindar un acercamiento al vínculo y la incidencia del análisis de datos en la vida contemporánea, y como el arte logra apropiarse e incluirlos en diversas producciones artísticas contemporáneas.
Se realizará un recorrido por la clasificación de los datos que priman y fluyen a través de las actuales redes de comunicación a fin de hallar obras que reflejen el modo en que el arte logra apoderarse y convertir los datos en un nuevo material a moldear por el artista Multimedial.Facultad de Bellas Arte
La enseñanza electrónica (e-teaching) en la educación superior: Un prerrequisito esencial para el aprendizaje electrónico (e-learning)
The discourse on the implementation of the digital technologies in higher education settings focuses mainly on students’ learning rather than on professors’ teaching. The little attention paid to the crucial role of teachers in online settings results in a restricted and moderate adaptation of the technologies in higher education worldwide. In most higher education institutions, the new technologies are used mainly for add-on functions and not for substituting face-to-face encounters or for an intensive web-enhanced teaching. This article starts with briefly explaining why most students, particularly at the undergraduate level, are unable and/or unwilling to study by themselves without expert teachers to guide their knowledge construction, discusses the problematics of digital literacy of teachers, examines the main reasons for the reluctance of many academics to utilize the technologies more fully in their teaching, and concludes by recommending some strategies for incorporating more fully the huge array of the technologies’ capabilities in higher education institutions. El discurso acerca de la implementación de las tecnologías digitales en entornos de educación superior se centra principalmente en el aprendizaje de los estudiantes más que en la docencia de los profesores. La poca atención que se presta al papel esencial que desempeñan los docentes en los entornos online se traduce en una adaptación restringida y moderada de las tecnologías en la educación superior a lo largo y a lo ancho del mundo. En la mayoría de las instituciones de educación superior, las nuevas tecnologías se usan fundamentalmente para funciones adicionales y no para reemplazar los encuentros presenciales o para una enseñanza intensiva mejorada a través de la utilización de la web. Este artículo se inicia con un breve explicación sobre por qué la mayor parte de los estudiantes, en particular los de grado, no son capaces o no están dispuestos a estudiar por sí solos sin profesores expertos que guíen su construcción de conocimientos, analiza la problemática relacionada con la alfabetización digital de los docentes, examina las principales razones por las que muchos académicos se muestran reacios a utilizar las tecnologías con más frecuencia en su docencia, y concluye recomendando algunas estrategias para incorporar en mayor medida el enorme abanico de capacidades de las tecnologías a las instituciones de educación superior
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