Higher education as the catalyst of recovery in conflict-affected societies

Milton, Sansom; Barakat, Sultan

doi:10.1080/14767724.2015.1127749

Cited by 66 publications

(48 citation statements)

References 80 publications

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“…Together, they form a single system that focuses on strengthening state structures, restoring people's trust in government, and respect for members of society to each other. Based on the study of individual cases of various military conflicts from Bosnia and Herzegovina to Sierra Leone, scientists emphasized aptly that the intelligentsia, scientific and pedagogical staff of universities hadbeen often subjected to harassment and outright bullying, which significantly "tied their hands" in the dissemination of humanistic values (Milton & Barakat, 2016). When the question is about a crisis at the level of academic freedom and intellectual capital, it becomes obviousthat the material and technical base in universities is even more neglected.…”

Section: Theoretical and Methodological Framework Of The Researchmentioning

confidence: 99%

“…Both the first and the second require high pedagogical skills, an individual approach to each applicant for education and a sincere desire of the teacher to make the world a better place by training each student. Many scientists have focused already in their works on the fact that higher education as a tool for peacebuilding is significantly underestimated (Milton & Barakat, 2016;Novelli & Smith, 2011;Pacheco & Johnson, 2014;. The content of these scientific publications is the theoretical and methodological basis for this article.…”

Section: Introductionmentioning

confidence: 99%

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2019

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Section: Theoretical and Methodological Framework Of The Researchmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

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2019

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“…However, access to higher education can be a vital lifeline for refugees as it not only provides internationally recognised skills and qualifications but also prevents isolation, marginalisation and waste of human capital (Morrice, 2013b). In addition to contributing to the success and well-being of an individual, higher education is also the driving force to develop the welfare, stability and security of the society in which they are currently living and the one that they hope to go back to (Milton and Barakat, 2016;Morrice, 2013b;Wright and Plasterer, 2010;Dodds and Inquai, 1983). Higher education does not only directly benefit young people by empowering and making them self-reliant, but it also benefits the wider refugee community as youths often go on to become role models and agents of change for themselves and their community ( Zeus, 2011;Wright and Plasterer, 2010;Morlang and Stolte, 2008).…”

Section: Introductionmentioning

confidence: 99%

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2019

JICE

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This paper compares the SAT and juken. It does this at three levels of analysis: structure, function, and participant communications. While the prior two rely on publicly available information and established theories, the latter is based on the analysis of data collected from social media. The findings of this paper are that, while the two examinations are structurally and functionally similar enough to appear ready points of comparison, their differences are profound enough to make such comparisons misleading. Among the consequential differences discussed are that, as opposed to the SAT, the juken is a longer, more consequential process that is more likely to impose dependency upon its participants. In combination, these differences result in a higher-pressure process that challenges its participants not only intellectually, but socio-culturally, and characterologically. As a result, this paper suggests that, whereas the SAT serves a functional role in determining university admissions in the US, the juken is a central facet of Japan's institutionalized education and socialization process.And, this paper argues, neither can be properly understood without a third dimension: how those participating in the examinations communicate about their related experiences.This paper provides structural and functional comparisons of these e before investigating how the experience of preparing for them translates into a spontaneous, peer-to-peer conversation conducted over social media. The questions it seeks to answer are 1) How are the two examinations structurally and functionally similar and different in ways that are likely to impact the experiences of those preparing to take them? 2) In what ways does this population communicate amongst itself about their shared preparation experiences? 3) How closely aligned are these structural-functional elements and the intra-group communications they produce and what does this suggest about the experience of preparing for either? Three Lenses: Structure, Function, and CommunicationThe analytical method employed here is an assessment of the examinations through three lenses, each intended to reveal a particular layer of operations. This method was adapted from Banathy (1995). These lenses will be referred to as structure, function, and communication. The structure lens asks the questions, "What is there and how is it organized?". The function lens asks, "What services does it perform? What are its inputs and outputs?". The communications lens asks, "What do those participating in the system communicate to one another about that system?". In combination, these lenses produce a thorough description of these examinations. Structural Comparison: The First Lens SimilaritiesBoth the SAT and juken are first taken during a student's final year of high school in order to satisfy university entrance requirements. While taking the SAT post-high school is entirely permissible and not unheard of, it is also not as institutionalized an option as the post-high school juken. Undoubtedly this is bec...

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“…The contribution made by Higher Education Institutes (HEIs), play a significant role in the cultural and intellectual growth of a nation on a macro and micro scale. Higher education institutions contribute to the technology, economy, social, and cultural advancement of the country (Milton & Barakat, 2016). For this reason, over the last few decades, Higher Education has become of the essential institutes that grow a country on several levels (Kimenyi, 2011).…”

Section: Introductionmentioning

confidence: 99%

An Investigation of the Current Autonomy Status of the Malaysian Public and Private Universities: An Empirical Result

Al-haimi

Ibrahim

2019

KSS

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The benefits and importance of university autonomy for facilitating and accelerating higher education transformation have been broadly agreed by many higher education stakeholders. This paper aims to investigate the Malaysian public and private universities degree of independence and autonomy from the government and other external forces. The extent of an institute’s autonomy is measured based on their independent in appointive, academic, administrative, and financial matters. An emailed survey has been sent to top-level management of 28 public and private universities in Malaysia, resulting in 126 respondents. The respondents for the survey consisted of vice-chancellors, deputy vice-chancellors, deans, directors, and deputy deans. Using SPSS statistical software, data were analyzed by descriptive and inferential statistical analysis. The results demonstrate that the majority of the components under academic matters, administrative and financial matters are considered high autonomy, with less interference of the government over those institutions. With some reason, autonomy related to the appointment of the vice-chancellors and dismissals of rectors and vice-chancellors is still under government control. However, based on the findings, autonomy development at public and private universities in Malaysia has been engaged in a long journey that enabled it to compete and to progress well at the global level.

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Higher education as the catalyst of recovery in conflict-affected societies

Cited by 66 publications

References 80 publications

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An Investigation of the Current Autonomy Status of the Malaysian Public and Private Universities: An Empirical Result

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