The Role of Higher Education in Society and the Changing Institutionalized Features in Higher Education

Pinheiro, Rómulo; Wangenge‐Ouma, Gerald; Balbachevsky, Elizabeth; Cai, Yuzhuo

doi:10.1007/978-1-137-45617-5_13

Cited by 24 publications

(14 citation statements)

References 42 publications

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“…As universities are highly institutionalised organisations (Meyer, Ramirez, Frank, & Schofer, 2007;Pinheiro, Wengenge-Ouma, Balbachevsky, & Cai, 2015), there are always tensions between the top managers who have initiated reforms and the academics who are participating in the reforms (Clark, 1983;Musselin, 2007) The latter often either resists changes or decouples their practical work from formal structural changes (Krücken, 2003;Townley, 1997). The reluctance of academics to change/reform is to a large extent due to the heavy inertia of traditional academic identity, which has originated and been sustained throughout universities' historical development (Townley, 1997).…”

Section: Additional Elements In the Analytical Frameworkmentioning

confidence: 99%

From an Analytical Framework for Understanding the Innovation Process in Higher Education to an Emerging Research Field of Innovations in Higher Education

Cai¹

2017

The Review of Higher Education

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Cite as: Cai, Y. (2017). From an analytical framework for understanding the innovation process in higher education to an emerging research field of innovations in higher education. Review of Higher Education, 40(4), 585-616. 2 From an analytical framework for understanding the innovation process in higher education to an emerging research field of innovations in higher education Abstract While studies dealing with issues related to innovations in higher education proliferate, there has been little consensus on key concepts and central issues for research. To respond to the challenges, this paper calls for developing a new research field -studies on innovations in higher education, by integrating two disciplines, namely innovation studies and higher education research. As an initial effort, the paper constructs an analytical framework for understanding the innovation process, particularly in the context of higher education. In addition to its academic significance, the framework may have potential to guide practitioners to implement innovations in wiser ways.

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Section: Additional Elements In the Analytical Frameworkmentioning

confidence: 99%

From an Analytical Framework for Understanding the Innovation Process in Higher Education to an Emerging Research Field of Innovations in Higher Education

Cai¹

2017

The Review of Higher Education

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“…Due mainly to globalization, democratization, and liberalization (Brennan, King, & Lebeau 2004, P. 19), higher education institutions (HEIs) are under increasing pressure to demonstrate their relevance and significance to society (Addie, 2018;Altbach, 2008;Hannon, 2018;Massen, 2014;Pugh et al, 2018;Reichert, 2019). The socio-cultural and economic transformative potential of universities (Pinheiro, Wangenge-Ouma, Balbachevsky, & Cai, 2015;Brennan et al, 2004) seems more vividly acknowledged than ever before. Universities are thus expected to significantly and directly contribute to innovation, economic growth and development, democratization, social cohesion, and sustainability.…”

Section: Introductionmentioning

confidence: 99%

Emerging University-Society Engagements in Africa

Bekele

Ofoyuru

2021

JCIHE

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Due mainly to globalization, knowledge economies, liberalization, and regulation and accountability regimes, higher education institutions are under increasing pressure to demonstrate their relevance and significance to society. European and North American universities have rearticulated their profiles and adopted entrepreneurial and engaged mandates. The extent to which and how African universities are strategically repositioning themselves in that respect remains obscure. Using relevant theoretical frameworks, this study explores emerging modalities of university-society engagements and linkages in Africa through a critical analysis of the current strategic plans of 30 universities from 14 countries. Qualitative and quantitative analyses of the strategic plans reveal that universities have explicitly identified strategies for the production and transfer of knowledge; for creating networks and partnerships; and for engaging varied stakeholders in decision making at various levels. Implications for further research are identified.

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“…Academic discourse on the role of higher education has long centered on liberatory or functional objectives seen through humanistic or utilitarian lenses. Regardless of one’s ideological stance on these matters, most academics agree that the mission of higher education is multifaceted [ 1 ] and hinges on 3 important goals: delivering education, generating new knowledge, and engaging with society [ 2 ]. Through established pedagogical systems and social institutions, human progress has harnessed education to clear a pathway for those who participate within its confines to better understand, learn, and succeed.…”

Section: Introductionmentioning

confidence: 99%

Basic Medical Training for Refugees via Collaborative Blended Learning: Quasi-Experimental Design

Lovey¹,

O’Keeffe²,

Petignat³

2021

J Med Internet Res

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Background Globally, there is an excess of 68.5 million people who have been forced to leave their homes and seek sanctuary elsewhere because of poverty, persecution, conflict, violence, and human rights violations. Although international humanitarian responses usually focus on ensuring that the basic needs of these people are being met, there is growing attention on the role that development-oriented interventions can play in the longer term. Higher education in a refugee context is one such intervention that can equip refugees with the knowledge and skills they need to serve their communities and move forward. Objective This study aims to evaluate the outcomes and effectiveness of the University of Geneva InZone-Raft Basic Medical Training Course in the Kakuma refugee camp in Kenya compared with a previous incarnation of the same course in the Dadaab refugee camp in Kenya. Methods We used a quasi-experimental design to compare the posttest scores of both inequivalent student groups: control group (n=18) and intervention group (n=16). Factors that influenced refugee students’ knowledge acquisition, the amount of knowledge they acquired, and their academic outcomes were assessed, and the pedagogical evolution of the project is presented. Results We found that the Kakuma intervention course yielded better outcomes and was more effective in terms of learning than the Dadaab control course. Of the 16 students who took part in the intervention course, 10 (63%) completed the program successfully and received accreditation from the University of Geneva. We observed that they received new knowledge well and scored higher on all learning modalities than those in the control course. Comparison of written and oral examinations between the courses showed statistical significance for the intervention group in written and oral exams (two-tailed: P=.006 and P=.05; one-tailed: P=.003 and P=.03, respectively). The Kakuma course was not effective in addressing electricity and internet access problems, nor in reducing the challenge of tight deadlines in the syllabus. Pedagogical adjustments to the intervention course improved student involvement, with higher participation rates in quizzes (10/11, 91%), and overall satisfaction and learning. Conclusions The intervention group—with an improved mode of delivery, better contextualized content, and further interaction—reached a higher level of medical knowledge acquisition and developed more complex questions on medical topics than the control group. The positive outcome of this project shows that given the right resources and support, refugees can contribute to the improvement and development of health care in their communities. Nonetheless, a more focused effort is necessary to meet the educational needs of refugee learners and better understand their living conditions.

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The Role of Higher Education in Society and the Changing Institutionalized Features in Higher Education

Cited by 24 publications

References 42 publications

From an Analytical Framework for Understanding the Innovation Process in Higher Education to an Emerging Research Field of Innovations in Higher Education

From an Analytical Framework for Understanding the Innovation Process in Higher Education to an Emerging Research Field of Innovations in Higher Education

Emerging University-Society Engagements in Africa

Basic Medical Training for Refugees via Collaborative Blended Learning: Quasi-Experimental Design

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