Academic Status for College and University Librarians--Problems and Prospects
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Academic librarians will achieve and deserve full academic status only after they cause changes in the bureaucratic structure ofThe demand for knowledge from evaluations to inform evidence-based policy making continues to rise in Africa. Simultaneously, there is increased recognition of the role tertiary education institutions can play in strengthening evaluation practice through high quality evaluation education. Within this context, this paper explores the status quo of evaluation education in selected tertiary institutions in Anglophone African countries. The paper utilizes a mixed methods research methodology that blends secondary data review, an online survey using a structured questionnaire and two regional workshops. Data was collected from 12 Anglophone African tertiary education institutions. Findings indicate that evaluation education in Anglophone African tertiary institutions is mostly in the nascent stages and there are mixed feelings on the appropriate entry levels (undergraduate or postgraduate). The study highlights the need for developing a specialized evaluation curriculum as evaluation education still borrows from theories and methodologies from the North. Institutional, operational and policy-related challenges are highlighted as well as the potential for collaboration among various stakeholders in strengthening the design and implementation of evaluation education. Key tenets for strengthening evaluation education are highlighted and discussed.
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Private Higher Education (PHE) in South Africa has been perceived to deliver programmes of questionable quality in search of profit maximisation (CHE 2016, 84). To curb this perception, the Council on Higher Education (CHE) has instituted strict regulations with regard to accrediting qualifications offered by Higher Education (HE) institutions. To determine the contributions of PHE to the South African higher education landscape, this article evaluates a registered management programme, on recommendation of the Higher Education Quality Committee (HEQC) of the CHE, with the South African Qualifications Authority (SAQA) (CHE, 2013). Using Kirkpatrick's (1996) four-level model of training programme evaluation as the theoretical framework, the management programme was evaluated to determine its contribution to higher education in South Africa. The four levels included the perception of the learners, the knowledge gained by the learners, the learners' performance in the workplace and the return on investment. Other stakeholders, such as the sponsor and students' line managers, were interviewed to determine whether the programme has contributed to work outputs. Overall, the results show that the programme is contributing to the development of higher education in South Africa.
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Along with the massification of higher education has come a heightened awareness of its responsibilities in regard to the whole of society and of the need for it to diversify its role. The research role, traditionally at the centre of the higher education effort, has been broadened so as to increase the emphasis on application. Constituency interest has also been diversified with increased societal emphasis on the outcome of higher education. An increasing diversity of partnerships is driving the further structural diversity of higher education. The overall importance of higher education to economic and social development worldwide is recognized everywhere.
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The purpose of this paper is to propose an alternative model to conventional higher education institution (HEI) rankings that can better communicate meaningful differentiation to prospective students. A five-step approach is followed to form clusters and classify HEIs. Cluster analysis is performed on two separate datasets containing (1) public HEIs and (2) private HEIs. For the final model, 42 variables were incorporated to group 761 private HEIs and, separately, 414 public HEIs. A five-cluster solution for each dataset is presented and described. Each cluster contains a description and a managerial recommendation. The application cluster analysis to group HEIs differs from the more popular but more problematic approach of ranking HEIs. Grouping resolves the problems that stem from ranking and provides possibly more useful information.
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Wider access of adults to higher education is one of the objectives in promoting the rôle of higher education especially in the context of lifelong education and democratization of higher education. We give below information on adults’ participation in Swedish higher education as well as institutional provisions for this group.
Further education
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Higher and tertiary education institutions have come to be recognised as centers of
academic excellence charged with the social responsibility of generating knowledge
that can be used to circumvent the challenges confronting society. The western
oriented education system characterising higher and tertiary institutions in modern
Zimbabwe has failed to meet this premium because it lacks an appreciation of
locally produced philosophies and thought systems. This article exposes those
methodological and pragmatic tenets of African indigenous knowledge systems
(AIKSs), which are worth mainstreaming in higher and tertiary education curricula.
Excellence
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This article investigates the perceptions of 'university of technology' amongst managers and directors at nine higher education (HE) institutions. The analysis in this article is based on transcripts and summaries of eleven interviews. Only one of the interviewees, from a historically white technikon, feels that universities of technology (UoTs) are completely unique institutions. The rest of the technikon interviewees seem to view UoTs as extensions of technikons, but with increased research and post-graduate programmes (though some even voiced reservations in this regard). The university interviewees seemed to stress the 'U' in UoT and assumed that the notion of UoT in South Africa is the same or very similar to UoTs internationally. Generally, the university interviewees felt that it was not possible to create UoTs out of the technikons without significant restructuring and development.
These results indicate that HE institutions do not share perceptions regarding a 'UoT' and accordingly there is some disparity in perceptions on the possible consequences of the change from technikons to UoTs for the profiles of these institutions, as well as to the HE landscape of South Africa. This poses a potential problem for the institutions, as well as for South African higher education in general.
We complete the article with a discussion of some possible directions for the new universities of technologies.
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Since 1989, Polish higher education has been characterized by the emergence of a private sector of higher education as well as by the development of procedures and institutions for the evaluation and accreditation of higher education institutions and programmes in both sectors. Currently, the two sectors are evaluated separately by separate institutions. The authors call for the convergence of the two higher education sectors. Not only would evaluations of Polish higher education institutions thus be made more accurate and comprehensive, but the two sectors would learn from one another, and the private institutions and their students would become eligible to receive state grants.
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The nationally-recognized Susquehanna
Chorale will delight audiences of all
ages with a diverse mix of classic and
contemporary pieces. The ChoraleAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂA¢AÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂs
performances have been described
as AÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂA¢AÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂemotionally unfiltered, honest
music making, successful in their
aim to make the audience feel,
to be moved, to be part of the
performance - and all this while
working at an extremely high
musical level.AÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂA¢AÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂAÂA Experience choral
singing that will take you to new
heights!
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Current trends in higher education learning and teaching focuses on the use of technology, integrated learning through 'blended learning' and writing for academic purposes. This introductory article initiates the debate around the context of South African higher education teaching and learning. It does so by contextualizing the South African scenario within the broader higher education framework and by pointing out some of the issues that are currently being grappled with in South African higher education institutions (HEIs). More importantly, it sets the scene for further engagement on these issues in future articles.
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