Islamic higher education and social cohesion in Indonesia

This study explores the role of public Islamic higher education in promoting better relations between various religious communities in post-authoritarian Indonesia. Based on field research conducted between December 2005 and March 2006, it documents how progressive Islamic education leaders have advanced a tradition of critical intellectualism in efforts toward the “renewal” of Islamic thought. This report provides an analysis of how this tradition has served as a foundation for educators seeking to promote democratization and address issues of social cohesion. It examines some of the core values expressed by educational leaders as they have aspired to transform the most prominent State Institutes for Islamic Studies (IAIN) into genuine universities. The study also highlights the conservative backlash against public Islamic higher education and other purveyors of progressive ideas within Indonesian society.

当前获取高等教育机会的不均等——依附于经济之上的社会资本的作用

本文首先分析了教育与社会的关系,教育在社会中的重要地位,从社会学的角度分析了社会系统中教育的功能,然后进一步分析了我国当前社会中高等教育存在的机会不平等的现状,最后从社会资本的角度来对当前社会中高等教育机会不平等的问题进行分析。     

The educational use of social annotation tools in higher education: A literature review

This paper presents a literature review of empirical research related to the use and effect of online social annotation (SA) tools in higher education settings. SA technology is an emerging educational technology that has not yet been extensively used and examined in education. As such, the research focusing on this technology is still very limited. The literature review has aimed at presenting a comprehensive list of SA empirical studies not limited to a particular research method or study domain. Out of more than 90 articles that were initially found, only 16 studies met the inclusion criteria. Among the included studies were eight experimental or quasi-experimental studies and eight evaluation/survey studies. The SA empirical research has provided some evidence regarding the potential effectiveness of integrating social annotation tools into learning activities. Findings from the gathered literature were synthesized to provide recommendations for using SA technology in educational settings.     

Education and social cohesion: developing a framework for education sector reform in Sri Lanka1

There is increasing interest in understanding and describing the links between education and ‘social cohesion’. However, the theoretical and empirical base for understanding these links is limited. There is also a shortage of practical tools for education policy‐makers and planners, to help them assess the impact of policies and investments, and to plan for future reform. This paper describes the initial development of an analytical and planning framework for addressing education and social cohesion within the context of a sector‐wide approach to education reform in Sri Lanka. A brief literature review suggests three inter‐connected domains in which links between education and social cohesion might be usefully analysed, together with three working hypotheses: (i) political economy/governance: education affects social cohesion through transparency and participation in education policy formulation, planning and management; (ii) equity/equality of opportunity: education affects social cohesion through the distribution of education resources, opportunities and outcomes; (iii) teaching/learning: education affects social cohesion through the development of certain competencies in students. Drawing on this analytical framework, research conducted in Sri Lanka is used to identify a set of interventions to promote social cohesion, with corresponding baseline, process and outcome indicators as benchmarks for measuring the progress and impact of intended policy measures. This process is described within the context of a ‘sector‐wide approach’ to education reform, intended to bring together the activities of the government and external partners within a single comprehensive medium‐term planning and budgetary framework.     

中高职教育衔接现状及主要问题初探

在中高职教育衔接中,专业设置、培养目标、课程和教学是十分重要的几个方面。中高职衔接中出现的问题是职业教育办学理念、办学模式、办学水平、管理体制和经费投入等一系列因素综合作用的结果。只有从整体着眼,有针对性地采取相关改革措施,才能建立合理的衔接模式,打通中职与高职教育体系。     

Democratising higher education in Ghana and Tanzania: Opportunity structures and social inequalities

This article is based on an ESRC/DFID funded research project on Widening Participation in Higher Education in Ghana and Tanzania: Developing an Equity Scorecard (http://www.sussex.ac.uk/education/wideningparticipation). There are questions about whether widening participation in higher education is a force for democratisation or differentiation. While participation rates are increasing globally, there has been scant research or socio-cultural theorisation of how different structures of inequality intersect in the developing world. Questions also need to be posed about how higher education relates to policy discourses of poverty reduction and the Millennium Development Goals. The article explores participation in higher education, utilising statistical data and life history interviews with students in two public and two private universities. It focuses on how gender and socio-economic status intersect and constrain or facilitate participation in higher education. Findings to date suggest that opportunity structures reflect social inequalities.     

Academic familism and disciplinary cohesion in higher education: The case of the educational administration field in Turkey

It has been known for some time that academic researchers are subject to diverse relations of production that influence the direction and ultimately the value of their scientific work. In this context, this study examines how the field of educational administration is practiced at higher education institutions in Turkey, how these practices have become socially integrated over the years and how a structurally cohesive core characterizes the discipline's research activity. The study reviews 609 doctoral dissertations concerning educational administration from a longitudinal perspective (1988 to 2020) using a two-tier theoretical path: the role of academic familism and disciplinary cohesion in the field. The findings reveal that academic familism and disciplinary cohesion are interrelated and interdependent. Together they impact the formation of monolithic gendered, epistemic, and academic communities, consolidate gendered and monolithic academic networking, and limit cross-disciplinary interaction in the educational administration field.     

Higher education and social change

An agenda for future higher education research is proposed which incorporates four interconnected elements: changing social contexts; their implications for higher education; mechanisms of interaction between higher education and society; higher education’s impact on society. The role of comparative research in investigating these topics is discussed and a set of priorities for future research questions is proposed. This final article draws heavily on the HELF final report published by the European Science Foundation entitled Higher Education Looking Forward: an agenda for future research and written by the author together with Jurgen Enders, Christine Musselin, Ulrich Teichler and Jussi Valimaa. The author acknowledges the contributions of his co-authors of the HELF report to the ideas and words contained in the present article.     

Returning to rural origins after higher education: gendered social space

This study is important for rural actors interested in developing recruitment and retention strategies directed towards attracting the tertiary educated to rural areas. The aim of this study is to examine the demographic characteristics and economic and cultural resources that have the greatest influence on a tertiary educated individual of rural origin returning to a rural area after higher education. Gender-divided binary logistic regression is used to examine the influence of an individual’s social space position (i.e. their economic and cultural resources and demographic background) on returning to rural areas. Through the use of Bourdieu’s concept ‘social space’, this paper contributes an alternative perspective to the study of students’ destinations after higher education, which has been dominated by economic perspectives. The results indicate that while there are social space characteristics common to men and women that increase their probability of a rural return, there are gender differences in the degree of influence of many of these characteristics.     

社会资本因素对个体高等教育需求的影响

对中国大陆三省一市10909名高中生和香港3157名高中生的调查研究发现,学生参与社团活动、家庭教育期望,无论是对中国大陆学生还是香港学生的高等教育需求都具有显著影响。家庭中兄弟姐妹的数量、家庭成员辅导学生功课、父母与子女沟通频率等因素,对中国大陆学生的高等教育需求具有显著影响;家庭社会网络广泛度、师生沟通频率,则对香港学生的高等教育需求具有显著影响。研究还发现,一些常被认为影响个体高等教育需求的因素,如家庭社会网络资源、父母与学校的联系等,对学生的高等教育需求并无显著影响。     

The demand for higher education in The Netherlands, 1950–1999

This paper investigates the role of economic factors in the university enrollment decision for the post-war period in The Netherlands. We include those factors standing at the heart of the idea that education is an investment. The econometric results suggest that students are not responsive to tuition fees, but financial support (the sum of loans and grants), the college premium on future labor market earnings, and the alternative wage are important in the enrollment decision.     

Academic dishonesty in higher education—a nationwide study in Taiwan

Academic dishonesty has been an important issue. However, only few researches had been done in Asian countries, especially a nationwide study. A sample of 2,068 college students throughout Taiwan was selected and surveyed on four domains of academic dishonesty, including: cheating on test, cheating on assignment, plagiarism, and falsifying documents. The major findings of this study were: (1) the prevalence rate for all types of dishonesty behaviors among college students in Taiwan was 61.72%; (2) the top five most practiced academic dishonesty behaviors in Taiwan are provided paper or assignment for another student, gave prohibited help to others on their assignment, copied others’ assignments, passed answers to other students, and copied from other students; (3) students’ attitudes correlated with behaviors in all four domains of academic dishonesty; (4) females reported less acceptable to and behaved less academic dishonesty behaviors than males; and (5) freshmen had more dishonest practices than other class ranks.     

Gender matters in higher education

Much of the research in higher education has treated student bodies as homogeneous groups with a consequent neglect of any consideration of gender differences. To test the validity of such research a questionnaire was administered to 255 psychology students. The results showed some important differences in responses between the genders. In particular, the female students reported attaching more importance than males to pre‐course aims, rated various learning activities as more valuable and interesting than males and reported more improvement in nine of the 12 skills surveyed than the males. The males rated experiencing less difficulty for various aspects of the course than anticipated than did the females for 11 of 12 potential difficulties listed. As a consequence, it is suggested that researchers ought to be wary of conducting research into various aspects of higher education without considering potential gender differences.     

高等教育准企业化

用准企业化的模式可实现高等教育产业社会效益与经济效益的最大化,准企业化经营妈可以满足市场经济、社会发展对高等教育发展的需求,又可以兼顾到高等教育的特殊性,是实现市场与高等教育结合的有效途径。     

Student employment: social differentials and field-specific developments in higher education

In this article, we examine social origin differences in employment patterns across different stages of higher education and compare these differences between vocational and academic fields of study. Using data from a large-scale German student survey, we study the development of inequality, according to social origins, in student employment from first-year to graduating students. We show that inequality in job quality exists and is partly attributable to the need for students from lower social origins to work in order to finance their studies. We hypothesise that initial inequalities decrease as students progress through higher education. While we find evidence for this hypothesis, we also show in multivariate models that the reduction of inequality in the student labour market is explained by prior differences between social origin groups.     

语篇连贯与衔接在高职英语写作中的应用

文章运用语篇连贯衔接理论,通过分析高职学生英语作文中存在的现状,尤其是语法衔接方面和词汇衔接方面存在的一些问题,分析了语篇的连贯衔接手段、主位推进模式等知识在提高高职学生作文质量的重要性,最后提出了提高语篇意识和英语基础知识、开设专门的写作课,加强高职学生写作技巧练习等措施提高高职学生英语写作语篇衔接与连贯的运用能力,以此提高学生的写作能力。     

The importance of institutional image to student satisfaction and loyalty within higher education

This paper outlines the findings of a study employing a partial least squares (PLS) structural equation methodology to test a customer satisfaction model of the drivers of student satisfaction and loyalty in higher education settings. Drawing upon a moderately large sample of students enrolled in four ‘types’ of Australian universities, the findings suggest that student loyalty is predicted by student satisfaction, which is in turn predicted by the perceived image of the host university. While the perceived quality of “humanware” (e.g., people and process) and “hardware” (e.g., infrastructure and tangible service elements) has an impact on perceived value, this was found to be weak and indeterminate. Of most importance was the impact of the institution’s institutional image, which strongly predicted perceived value, and to a lesser extent student satisfaction. The findings have implications for newer, less prestigious universities seeking to compete in a more deregulated, market driven environment.     

The protective effect of neighborhood social cohesion in child abuse and neglect

Relations between parents within a neighborhood have the potential to provide a supportive environment for healthy and positive parenting. Neighborhood social cohesion, or the mutual trust and support among neighbors, is one process through which parenting may be improved. The current study investigates the association between neighborhood social cohesion and abuse and neglect, as well as specific types of abuse and neglect. The sample for the study is comprised of 896 parents in one urban Midwestern County in the United States. Participants were recruited from Women, Infants, and Children clinics. Negative binomial regression is used to examine the association between neighborhood social cohesion and child maltreatment behaviors, as measured by the Conflict Tactics Scale, Parent-to-Child Version (Straus et al., 1998). In this sample of families, neighborhood social cohesion is associated with child neglect, but not abuse. In examining the relationship with specific types of abuse and neglect, it was found that neighborhood social cohesion may have a protective role in some acts of neglect, such as meeting a child's basic needs, but not potentially more complex needs like parental substance abuse.     

Impersonal statements: aspiration and cruel optimism in the English higher education application process

ABSTRACT

Full-time undergraduate applicants to English universities must apply via the University and Colleges Admission Service (UCAS). By analysing the UCAS statements of 15 undergraduate applicants this article attempts to develop a critical understanding of the role that the personal statement has in applicants’ formation of themselves as subjects within higher education. The article explores how UCAS’s advice around the personal statements draws on discourses that frame higher education as an investment in human capital. Through a textual analysis of applicants’ statements, the article explores how applicants come to present themselves as competitive subjects within their personal statements, and suggests they adopt this position not because they are preparing themselves for the unlimited number of student places in higher education, but for the limited number of graduate jobs that await afterwards. The article suggests there is a ‘cruel optimism’ to this element of the application process, linked to structural inequalities.     

Stability,performance and innovation orientation of a higher education funding model in Kazakhstan

This article is situated in a growing body of literature, focusing on higher education reforms in countries which emerged, or re-emerged, 25 years ago as the Soviet Union dissolved. With the focus specifically on Kazakhstan, this paper examines how the leadership of universities in this country views a higher education funding model– the state grants. The paper applies the lenses of stability, performance and innovation orientation to the examination of the state grants-based higher education funding model in Kazakhstan. This paper finds that despite recognition of the limitations of the existing funding model, there is limited interest to push for changes. This can be explained by the complex higher education policy environment which is also discussed in this paper.