Higher Education and Equity: Introduction to IHER 2016

Varghese, N. V.; Sabharwal, Nidhi S.; Malish, C. M.

doi:10.4135/9789353280611.n1

Cited by 3 publications

(4 citation statements)

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“…HEIs have been providing quality education as they accrue profits, and sustainability is largely dependent on the quality of education. Research has been attempted to address the Indian HEIs’ governance issues, quality of HE provided and their expansion journeys, to close the university/industry linkage (U/IL) gap and to assert that HEIs are primarily focusing on developing talents of their students to their maximum potential (Varghese & Malik, 2016). Accordingly, the government has started the National Institutional Ranking Framework (NIRF), where the Indian HEIs have applied under defined parameters for achieving excellence and promoting quality (Agarwal, 2017), and such peer group ranking has gained momentum among the stakeholders (Kumaran & Rajkumar, 2019).…”

Section: Current Status Of Heis and Hei Rankingmentioning

confidence: 99%

Improving Indian Higher Education Quality: Challenges and Opportunities

Deb

2023

Indian Journal of Public Administration

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The core purpose of publicly funded Higher Educational Institutions (HEIs) has been to extend the frontier of knowledge and cutting-edge quality research across disciplines. Accordingly, the HEIs should be such that can tackle social and economic questions and impact public policy. Interestingly, for attaining the desired and meaningful outcomes, HE funding should be accompanied by a corresponding development of faculty capabilities, including nurturing a vibrant academic culture and placing an emphasis on quality research. Moreover, every HEI should develop an institution-based research thrust across disciplines as envisaged in the New Education Policy, 2020.

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Section: Current Status Of Heis and Hei Rankingmentioning

confidence: 99%

Improving Indian Higher Education Quality: Challenges and Opportunities

Deb

2023

Indian Journal of Public Administration

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“…Social science research in India was more helpful in developing criticality in perspective and in action. Indeed, educational researchers from social science departments of universities produced empirical evidence on inequalities in educational development and opportunities, and argued for increased public intervention and for enhanced public investment in education (Varghese, 2018). The traditional educational researchers were less sensitive to these issues than the social scientists.…”

Section: Criticality and Educational Research In Indiamentioning

confidence: 99%

“…The idea of equality of opportunity seeks to reduce or eliminate variations in the opportunity structure in any given society. This approach relies not only on removing barriers to entry but also on widening the opportunity net to include selected, talented individuals from all social groups (Varghese, Sabharwal, & Malish, 2018).…”

Section: Empathy and Public Policies In Educationmentioning

confidence: 99%

“…The failure to address the issue of campus diversity is leading to different forms of discrimination and is proving to be a major source of social tension in higher education institutions. The occurrence of suicides, prevalence of the 'back paper syndrome' (students who could not get good grades in some of the courses are made to repeat these courses the next year along with the courses for the current year) and the continued dropping out of students from disadvantaged groups indicate institutional failure to address the issue of classroom and campus diversity (Varghese et al, 2018).…”

Section: Equity In Learning Outcomes Needs More Empathy From Actors Wmentioning

confidence: 99%

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Criticality, Empathy and Welfare in Educational Discourses

Varghese

2018

Contemporary Education Dialogue

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Criticality is the ability to question current theories and practices in any sector to make them more receptive to social realities. Empathy is the ability to identify with what someone else is thinking or feeling. Empathy forms the foundation for welfare state and its liberal social welfare programmes. The state-led development strategies during the post-war period stemmed from a belief in the idea of welfare state and in the redistribution of resources and opportunities in favour of the deprived groups. The market-led globalisation process has put brakes on the scope of welfare provisions even in democratic societies. The public-funded stimulus packages during the recent economic crisis helped save economies from market failure and reinforced the need for state intervention even for an efficient functioning of markets. Based on an analysis of global trends and Indian context, this paper argues for the need of the educational processes to develop criticality in thinking and empathy in action to help develop a support base for public policies benefiting the poor and the disadvantaged.

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The Impact of Wyman’s Teen Leadership Program on College Achievement and Retention

2019

EJOPA

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Low-income, first-generation college students face a host of obstacles on their journeys toward degree completion. Providing effective supports for these students as they navigate their postsecondary experiences is an important determinant of success, the implications of which can be far-reaching. The purpose of the current study discussed in this article was to examine the impact of Wyman’s Teen Leadership Program (TLP) on positive college outcomes for low-income, first-generation students pursuing higher education at Missouri State University (MSU). TLP is a community-based, postsecondary access and success program comprising three developmentally progressive phases that begin when teens are ninth graders and ends after their second year of postsecondary education. During the postsecondary phase of the program, TLP works in close partnership with higher education institutions like MSU to effectively support students through caring relationships and coordinated services. Using a mixed-methods approach, the authors analyzed the college retention rates and grade point averages (GPAs) of 39 TLP participants attending MSU and 82 comparison students with similar background characteristics. Findings revealed statistically higher retention rates and GPAs for TLP participants compared to non-participants. Focus groups were also conducted to better understand the perceptions of TLP participants (n = 15) and TLP staff members (n = 6). Using Schlossberg’s (1989) theory of marginality and mattering as a framework, the authors analyzed focus group responses, from which three overarching themes emerged: relationships, intentional experiences, and self-efficacy. The study findings suggest that postsecondary access and success programs are most effective when their curricula and program experiences are supported by strong and consistent student-adult relationships.

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Higher Education and Equity: Introduction to IHER 2016

Cited by 3 publications

References 0 publications

Improving Indian Higher Education Quality: Challenges and Opportunities

Improving Indian Higher Education Quality: Challenges and Opportunities

Criticality, Empathy and Welfare in Educational Discourses

The Impact of Wyman’s Teen Leadership Program on College Achievement and Retention

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