Exploring advertising in higher education: an empirical analysis in North America,Europe, and Japan

Tertiary Education and Management - This empirical study explores higher education advertising campaigns displayed in five world cities: Boston, New York, Oslo, Tokyo, and Toronto. The study...     

Synergy Between On-the-job Training and Academic Education in the Case of a Newly Created Part-time Engineering Curriculum

Part-time vocational engineering curricula provide a response to a number of present-day demands related to economic developments. Their aim is to transform experienced higher technicians into engineering managers through a combination of knowledge derived from past experience in working positions and in new situations, with courses and activities in an academic institution. Synergy between the two streams can be achieved by specific means such as dual tutoring by the academic institution and the company, training in the capacity of synthesis regarding technological developments in progress, observation and analysis by the learner of his/her own work station, field research on team management and the writing of a final professional dissertation in the company.     

Love acts and revolutionary praxis: challenging the neoliberal university through a teaching scholars development program

ABSTRACT

There has been significant interest in developing academics through Teaching Scholar Development Programs across the USA, Canada, the UK, and more recently in Australia. At their core, such programs develop academics across teaching scholarship, leadership, promotion, and award opportunities, where universities reap the benefits of developing such a cadre of leaders. This paper pays witness to one such a program in an Australian university to highlight enactments of caring passionately. We use qualitative survey evaluation data, metaphor analysis and reflective practice to nuance the pleasures, passions and challenges of the lived experiences using phenomenological and metaphor lenses to describe our experiences. Metaphors provide powerful insights into the dimensions of experience as they open up how programs are perceived and experienced. Our paper disrupts traditional linear writing through rhizomatic, multivocal and multitextual encounters to challenge dominant authorial voicing. The academic identity work and emotional work required in the program is unfolded through evolving, experiencing and reflecting on the program to inform design and highlight what we have come to (re)value in our academic work when we come together to learn, share, and lead. We forge ways to be and become with and against neoliberal agendas that have choked the soul of ‘the university’ to evolve rich spaces and practices of/for reciprocity and kindness where not only learning can thrive, but where love acts – a much needed revolutionary praxis for our time.     

Responding to regulatory jolts in the English higher education sector

Throughout the world universities are having to face constantly changing environments. A particular type of important change is public policy reforms or regulatory jolts. The English higher education sector is an example of the latter, where constant regulatory jolts have been seen in past decades. Leaders at universities have needed to interpret these environmental changes and decide how to cope with them. In this paper, the case of the post-Browne Review reforms in England’s higher education sector is used in order to explore how senior leaders in universities make sense of regulatory jolts. Based on primary qualitative research, which involved 47 semi-structured interviews with senior university leaders in England, including 24 vice-chancellors, I explore how senior leaders in universities interpreted, or made sense of, the post-Browne Review regulatory jolt. The paper suggests that senior university leaders’ interpretations might be deeply intertwined with their identity interpretations of who they are throughout these periods of turbulence.     

Guidance and education,an analysis of young peoples’ discontinuous school pathways: the guidance-oriented approach of educational institutions

International Journal for Educational and Vocational Guidance - This article presents results of an investigation that explored the school pathways of young Argentine unskilled workers without a...     

Implementing a culturally attuned functional behavioural assessment to understand and address challenging behaviours demonstrated by students from diverse backgrounds

As the US student population continues to become increasingly diverse, educators have encountered difficulties in distinguishing between cultural differences and genuine disability indicators. This concern is clearly evident in assisting students from diverse backgrounds who demonstrate chronic challenging behaviours. Past practices (e.g. disciplinary office referrals, out-of-school suspensions, expulsion) have contributed to the likelihood of students from diverse backgrounds being misidentified as having an emotional or behavioural disorder. However, by tailoring the functional behavioural assessment (FBA), educators better differentiate cultural factors from disability characteristics and better understand the students’ needs. This paper will discuss the significance in meeting the needs of an increasingly diverse student population, provide an overview of the FBA process and present considerations in creating a culturally attuned FBA.