scispace - formally typeset
Search or ask a question
Topic

Higher education

About: Higher education is a research topic. Over the lifetime, 244308 publications have been published within this topic receiving 3521537 citations. The topic is also known as: college education & university education.


Papers
More filters
Journal ArticleDOI
TL;DR: The UTS Work-ready Project as discussed by the authors is a curriculum renewal initiative that aims to improve graduates' professional attributes and employability skills by identifying key work-ready graduate attributes, with relevant sub-attributes, understandings and skills.
Abstract: Government, employers and professional societies want university graduates who are better prepared for employment. The UTS Work‐Ready Project is a curriculum renewal initiative that aims to improve graduates’ professional attributes and employability skills. The paper provides an overview of the project’s curriculum renewal strategy of ‘contextualised by the profession and integrated into the curriculum’. Representatives of professional societies were interviewed for their understandings of the professional attributes required of a contemporary graduate. Eleven key work‐ready graduate attributes were identified, with relevant sub‐attributes, understandings and skills. These formed a matrix for the development of potential learning activities. The project website gives access to matrices of generic and professionally contextualised work‐ready learning activities. Each work‐ready activity includes learning and teaching support resources that can be downloaded to enable easy integration into existing subject...

69 citations

Journal Article
TL;DR: In this paper, the authors explore benchmarking as one current strategy in common use in universities to identify and implement quality practices: from the use of checklists (for example, of best practices and standards) to a more contemporary dynamic systems approach involving continuous cycles of feedback and improvement centred around the learners' experiences of elearning.
Abstract: Higher education institutions undertake a range of approaches to evaluating and making judgments about the quality of their e-learning provision. This paper begins by exploring benchmarking as one current strategy in common use in universities to identify and implement quality practices: from the use of checklists (for example, of best practices and standards) to a more contemporary dynamic systems approach involving continuous cycles of feedback and improvement centred around the learners’ experiences of elearning. These practices are influenced by the teachers’ design of e-learning and emerging technologies as well as by the institutional and societal contexts in which both learners and teachers operate. We give an account of two major evaluation studies at the University of Technology, Sydney (UTS), utilising a systems approach to investigate the consequences of e-learning, and we inquire into the value of this particular institutional approach for deriving e-learning quality. We use selections from the large dataset to describe and analyse students’ and teaching staff’s experiences of an e-learning system (LMS) over a two-year period. Our findings reveal that learners’ experiences warrant consideration in shaping future e-learning developments at UTS, and that students value e-learning in facilitating their access to education for making choices about their learning and for enabling engagement in collaborative and interactive learning activities, while they also recognise the current constraints on e-learning imposed by the developers of LMS technologies.

69 citations

Journal ArticleDOI
TL;DR: Stromquist as mentioned in this paper presents an education in a globalized world: The Connectivity of economic power, technology, and knowledge, which examines the influence of globalization on primary, secondary, and higher education.
Abstract: BOOK REVIEWS the authors could challenge the dominant paradigm and its efficiency or ineffi- ciency in providing solutions to the basic problems of education, problems most likely found through true understanding in the phenomenological sense of the word. One of the biggest challenges to researchers in CI my emphasis). The idea that parents and pupils are consumers of education does not fit into the type of research they suggest. Also, an expression such as “the rapidly changing demands of the 21st century” (66) causes the reader to ask: Whose demands? Those from the transnational corporations, those from the low-income farmers in Guinea-Bis- sau, or . . . ? It is also difficult to agree when they describe the World Bank as “the largest donor agency” (87). Many educators and others would see the World Bank as a bank and not as a donor agency. Instead of consensus, we need critical and world-systems perspectives. For in- stance, what if the position of a low-income country in the world system is the most important factor contributing to the country’s inability to run a quality and relevant education system? Finally, it is difficult to tell who the target readers are. As mentioned earlier, the book does cover a broad area and a variety of themes, but it is impossible to go deeply into the issues raised within only 142 pages of text. On the other hand, many of the issues, historical and otherwise, are not well known to students in CI yet the book takes for granted that the reader is familiar with the area. As a result, the book is too broad for experts and assumes too much for undergraduate students. In all, the book has an important message, but I feel that the authors attempt to do too much in too few pages. They could have omitted some issues and repetition and gone more deeply into a narrower selection of issues. HOLGER DAUN Stockholm University Education in a Globalized World: The Connectivity of Economic Power, Technology, and Knowledge by Nelly P. Stromquist. Lanham, MD: Rowman & Littlefield, 2002. 221 pp. $22.95 (paper). ISBN 0-7425-1098-0. $65.00 (cloth). ISBN 0-7425-1097- Nelly Stromquist’s ambitious volume, Education in a Globalized World: The Connectivity of Economic Power, Technology, and Knowledge, is a significant contribution to the literature on globalization and education. Adopting an international comparative approach, Stromquist draws on examples from developed and industrializing coun- tries and critically examines the influence of globalization on primary, secondary, and higher education. The author also brings a carefully crafted theoretical frame- February 2004

69 citations

Book
01 Jan 1993
TL;DR: The authors discusses the impact of both New Right and Labour Party new realist politics on the possibilities for anti-racist, anti-sexist and anti-heterosexist education in British primary schools.
Abstract: Developing strategies for effective anti-racist education in predominantly white primary schools, this book discusses the impact of both New Right and Labour Party new realist politics on the possibilities for anti-racist, anti-sexist and anti-heterosexist education in British schools. It takes particular account of the likely results of the Education Reform Act and strategies for subverting or combating inequalities within the parameters of the Act. A critique is made of child-centred education and of some versions of multicultural and antiracist education. A theoretical framework is developed, based on social constructionist understandings of learning and teaching, for changing classroom cultures. The book provides practical examples of antiracist education in practice, through case studies of school change and of classroom practice, with children from the nursery through to Year Six. It will be of interest to teachers and students teachers, as well as those interested in Sociology, Social Policy and Cultural Studies.

69 citations

Journal ArticleDOI
TL;DR: The authors used the 1970 British Cohort Study (BCS70) to analyse the trajectories of a generation currently in early middle age and found that the influence of social origins, especially parental education, remains when both a wide range of cognitive measures and school attainment are controlled.
Abstract: To what extent and why do social origins matter for access to higher education, including access to elite universities? What is the role of private and selective schooling? This paper uses the 1970 British Cohort Study (BCS70) to analyse the trajectories of a generation currently in early middle age. We find that the influence of social origins, especially parental education, remains when both a wide range of cognitive measures and school attainment are controlled. Attending a private school is powerfully predictive of gaining a university degree, and especially a degree from an elite institution, while grammar schooling does not appear to confer any advantage.

69 citations


Network Information
Related Topics (5)
Professional development
81.1K papers, 1.3M citations
89% related
Educational research
38.5K papers, 1.3M citations
89% related
Educational technology
72.4K papers, 1.7M citations
89% related
Experiential learning
63.4K papers, 1.6M citations
88% related
Curriculum
177.5K papers, 2.3M citations
88% related
Performance
Metrics
No. of papers in the topic in previous years
YearPapers
20232,898
20226,307
20218,883
202010,482
20199,668
20189,382