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Journal articles on the topic 'Higher community'

Author: Grafiati

Published: 28 May 2022

Last updated: 30 July 2025

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1

Saunders, Danny, and Sue Buckingham‐Hatfield. "Community Enterprise and Higher Education." Journal of Further and Higher Education 16, no. 2 (1992): 50–59. http://dx.doi.org/10.1080/0309877920160206.

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2

Cranton, Patricia. "Higher Education: A Global Community." New Directions for Teaching and Learning 1997, no. 72 (1997): 5–9. http://dx.doi.org/10.1002/tl.7201.

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3

Huang, Ling, Chang-Dong Wang, and Hong-Yang Chao. "Higher-Order Multi-Layer Community Detection." Proceedings of the AAAI Conference on Artificial Intelligence 33 (July 17, 2019): 9945–46. http://dx.doi.org/10.1609/aaai.v33i01.33019945.

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In this paper, we define a new problem of multi-layer network community detection, namely higher-order multi-layer community detection. A multi-layer motif (M-Motif) approach is proposed, which discovers communities with good intralayer higher-order community quality while preserving interlayer higher-order community consistency. Experimental results have confirmed the superiority of the proposed method.

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4

Lehfeldt, Elizabeth A. "Care, Community, and Higher Ed Administration." Journal of Women's History 34, no. 2 (2022): 141–45. http://dx.doi.org/10.1353/jowh.2022.0017.

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5

Mobelini, Deronda C. "Community Colleges: Partnerships in Higher Education." Community College Journal of Research and Practice 37, no. 8 (2013): 629–35. http://dx.doi.org/10.1080/10668921003723151.

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6

Vlasov, Boris P., and Natallia D. Hryshchankava. "5. Community of higher aquatic plants." Zoology and Ecology 24, no. 2 (2014): 104–7. http://dx.doi.org/10.1080/21658005.2014.925240.

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7

Summers, Jessica J., and Marilla D. Svinicki. "Investigating classroom community in higher education." Learning and Individual Differences 17, no. 1 (2007): 55–67. http://dx.doi.org/10.1016/j.lindif.2007.01.006.

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8

Wang, Harry, Jon Blue, and Mathieu Plourde. "Community Source Software in Higher Education." IT Professional 12, no. 6 (2010): 31–37. http://dx.doi.org/10.1109/mitp.2010.120.

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9

P., M. Suresh Kumar. "COMMUNITY ENGAGEMENT INITIATIVES IN HIGHER EDUCATION." International Journal of Engineering Research and Modern Education 2, no. 1 (2017): 80–85. https://doi.org/10.5281/zenodo.546328.

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Higher education ought to impart service mindedness in the students. Learning activities have a visible impact for developing sensitivities towards community issues, gender disparities, social inequality etc. and in inculcating values and commitment to society. Mutual benefit through affiliation and interaction with groups or individuals who have an interest in the activities of the institution and ability to influence the actions, decisions, policies, practices or goals of the organization could help develop processes and strategies that relevantly sensitize students to social issues and cont

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10

Driscoll, Amy. "Carnegie's new community engagement classification: Affirming higher education's role in community." New Directions for Higher Education 2009, no. 147 (2009): 5–12. http://dx.doi.org/10.1002/he.353.

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11

Ndumu, Ana. "Minding the Higher Contexts." Interactions 30, no. 1 (2023): 58–61. http://dx.doi.org/10.1145/3576917.

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Community + Culture features practitioner perspectives on designing technologies for and with communities. We highlight compelling projects and provocative points of view that speak to both community technology practice and the interaction design field as a whole. --- Sheena Erete, Editor

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12

Smith, Stella, Kristin Medlin, and Lauren Wendling. "Operationalizing Antiracism in Higher Education Community Engagement." Metropolitan Universities 33, no. 2 (2022): 109–28. http://dx.doi.org/10.18060/25333.

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Higher education must move beyond statements of solidarity towards action to support antiracist work at institutions. Although these statements of support are laudable, it can be challenging to successfully operationalize antiracism across all levels of an institution (individuals, activities/programs, courses, units, and entire institutions) and with all stakeholders (faculty, staff, students, and community partners). We suggest that community engagement is a key overlooked strategy and method for advancing antiracist agendas within institutions. Examples of how antiracist work actually manif

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13

MacDonald, Janet M. "Higher level practice in community nursing:part two." Nursing Standard 20, no. 10 (2005): 41–49. http://dx.doi.org/10.7748/ns.20.10.41.s55.

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14

Markham, William T., and Charles M. Bonjean. "Community Orientations of Higher-Status Women Volunteers." Social Forces 73, no. 4 (1995): 1553. http://dx.doi.org/10.2307/2580458.

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15

Cole, Bruce. "Reflections on community music and higher education." International Journal of Community Music 4, no. 2 (2011): 91–95. http://dx.doi.org/10.1386/ijcm.4.2.91_7.

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16

Markham, W. T., and C. M. Bonjean. "Community Orientations of Higher-Status Women Volunteers." Social Forces 73, no. 4 (1995): 1553–71. http://dx.doi.org/10.1093/sf/73.4.1553.

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17

Mellow, Gail O. "Community Colleges: The Original Higher Education Disrupter." Change: The Magazine of Higher Learning 50, no. 3-4 (2018): 108–12. http://dx.doi.org/10.1080/00091383.2018.1509632.

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18

Cheklaukova, Elena. "COMMUNITY MANAGEMENT IN A HIGHER EDUCATIONAL INSTITUTION." Modern Technologies and Scientific and Technological Progress 2023, no. 1 (2023): 358–59. http://dx.doi.org/10.36629/2686-9896-2023-1-358-359.

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The article systematizes information about the concept of community management, its appearance in Russia and the possibility of using its principles to organize communities in higher education institutions. The author differentiates the tasks of community management in online and offline formats, which requires the university administration to involve different specialists for the or-ganization of communities

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19

Li, Jiachen, Wenjie Li, Feng Gao, et al. "Social contagions on higher-order community networks." Applied Mathematics and Computation 478 (October 2024): 128832. http://dx.doi.org/10.1016/j.amc.2024.128832.

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20

Van Schalkwyk, Frances, and Mabel Erasmus. "Community participation in higher education service learning." Acta Academica: Critical views on society, culture and politics 43, no. 3 (2011): 57–82. https://doi.org/10.38140/aa.v43i3.1320.

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As a point of entry to local communities the curricular form of community engagement referred to as “service learning” has gained prominence in South African higher education institutions over the past decade. Thus far research on service learning has mostly been conducted to gauge student development and learning outcomes, while outcomes for community participants have received less attention. This article reports on research into the outcomes of a specific service learning module by involving community members as research participants. Suggestions are made for ensuring that participants from

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21

Ross, Brian. "The Socially Accountable Professor in Higher Education." Journal of Education and Learning 7, no. 5 (2018): 181. http://dx.doi.org/10.5539/jel.v7n5p181.

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Social accountability has become an important philosophy driving the development of health professional education which is responsive to the needs of the wider community. Although the inention to be socially accountable is usually expressed at the level of the institution, the institution’s educational mission is carried out largely by its faculty. Moreover, while the actions of a socially accountable educational institution have been well described, what individual faculty should do to support such a mission is much less clear. This paper summarises the literature surround community-responsiv

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22

Jordaan, Martina, and Nita Mennega. "Community partners' experiences of higher education service-learning in a community engagement module." Journal of Applied Research in Higher Education 14, no. 1 (2021): 394–408. http://dx.doi.org/10.1108/jarhe-09-2020-0327.

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PurposeThe purpose of this empirical research paper is to investigate the self-perceived role of the community partner of a higher education service-learning and community engagement module.Design/methodology/approachA qualitative approach was followed by distributing a questionnaire to the community partners of a community engagement module and coding the responses using ATLAS.ti. A total of 36 responses were received from community partners who work with students enrolled in a compulsory undergraduate community-based project module at the University of Pretoria's Faculty of Engineering, Buil

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23

Charmatz, Marc. "Improve ADA and 504 for higher ed community." Campus Legal Advisor 21, no. 7 (2021): 6–14. http://dx.doi.org/10.1002/cala.40448.

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24

Houlahan, Bart, and Dan Osusky. "Introducing B Corporations to the Higher Education Community." Higher Learning Research Communications 6, no. 2 (2016): 15–19. http://dx.doi.org/10.18870/hlrc.v6i2.310.

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The higher education industry faces many challenges. Despite the recognition that a college degree is essential to developing skilled employees, informed citizens, and flourishing people, there is a shortage of skilled workers, college costs (and student debt) are rising, and the attainment gap for minorities and underrepresented populations remains stark.

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25

MacDonald, Janet M. "Higher level practice in community nursing: part two." Nursing Standard 20, no. 10 (2005): 41–49. http://dx.doi.org/10.7748/ns2005.11.20.10.41.c4004.

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26

Macdonald, Janet M. "Higher level practice in community nursing: part 1." Nursing Standard 20, no. 9 (2005): 49–51. http://dx.doi.org/10.7748/ns2005.11.20.9.49.c3999.

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27

Janet, M. Macdonald. "Higher level practice in community nursing: part 1." Nursing Standard 20, no. 9 (2005): 49–51. http://dx.doi.org/10.7748/ns.20.9.49.s53.

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28

Pillay, Jace. "Constructing Community Educational Psychology in Higher Education Institutions." International Journal of Learning: Annual Review 15, no. 2 (2008): 245–54. http://dx.doi.org/10.18848/1447-9494/cgp/v15i02/45608.

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29

Alemán, Ana M. Martínez. "Community, Higher Education, and the Challenge of Multiculturalism." Teachers College Record: The Voice of Scholarship in Education 103, no. 3 (2001): 485–503. http://dx.doi.org/10.1177/016146810110300307.

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Using John Dewey's pragmatism, I seek to theorize a relevant and effective understanding of collegiate community within liberal culture. If we were to understand and enact multiculturalism on our campuses in a Deweyan way, we would introduce a method of thinking or “intelligent learning” which would make the ideal of community possible for institutions of higher learning. Characteristically Deweyan, universality and difference would alter and transform each other, serving to promote the growth of the community.

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30

Gruber, Anne Marie. "Community engagement in higher education: Online information sources." College & Research Libraries News 78, no. 10 (2017): 563. http://dx.doi.org/10.5860/crln.78.10.563.

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In an age of challenging public discourse and increased pressure for educational accountability, many colleges are renewing their commitments to the public purposes of higher education. In fact, presidents and chancellors at more than 450 institutions signed Campus Compact’s 30th Anniversary Action Statement1 in 2016, reaffirming their dedication to preparing students for engaged citizenship, to changing social and economic inequalities, and to contributing to their communities as place-based institutions. In practical terms, many campuses are placing increased emphasis on real-world learning

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31

Chapman, Anne. "Diversity and Community in Australian Transnational Higher Education." International Journal of Diversity in Organizations, Communities, and Nations: Annual Review 7, no. 4 (2007): 27–30. http://dx.doi.org/10.18848/1447-9532/cgp/v07i04/39413.

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32

Limb, M. "Community support needs higher priority in disaster relief." BMJ 344, apr23 1 (2012): e2920-e2920. http://dx.doi.org/10.1136/bmj.e2920.

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33

Chambers, Sharon M., Sandy R. Weeks, and Larry J. Chaloupka. "COMMUNITY COLLEGES AND HIGHER EDUCATION: A JOINT VENTURE." Community College Journal of Research and Practice 27, no. 1 (2003): 51–55. http://dx.doi.org/10.1080/713838086.

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34

Lazarus, Josef, Mabel Erasmus, Denver Hendricks, Joyce Nduna, and Jerome Slamat. "Embedding community engagement in South African higher education." Education, Citizenship and Social Justice 3, no. 1 (2008): 57–83. http://dx.doi.org/10.1177/1746197907086719.

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35

Aleman, Ana M. Martinez. "Community, Higher Education, and the Challenge of Multiculturalism." Teachers College Record 103, no. 3 (2001): 485–503. http://dx.doi.org/10.1111/0161-4681.00124.

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36

MONROE, CONNIE. "Teaching as Community Property: Essays on Higher Education." Teachers College Record: The Voice of Scholarship in Education 106, no. 12 (2004): 2297–300. http://dx.doi.org/10.1177/016146812004106122297.

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37

Bettez, Silvia Cristina. "Creating Community Commitments in the Higher Education Classroom." About Campus: Enriching the Student Learning Experience 25, no. 1 (2020): 14–18. http://dx.doi.org/10.1177/1086482220906151.

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38

ROSS, KATHLEEN ANNE. "Can Diversity and Community Coexist in Higher Education?" American Behavioral Scientist 42, no. 6 (1999): 1024–40. http://dx.doi.org/10.1177/00027649921954589.

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39

Jensen, Gail M. "Teaching as Community Property: Essays on Higher Education." Journal of Physical Therapy Education 18, no. 2 (2004): 94–95. http://dx.doi.org/10.1097/00001416-200407000-00020.

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40

Cooper, Vanessa. "Creating a Community of Inquiry in Higher Education." International Journal of Learning in Higher Education 20, no. 1 (2014): 95–107. http://dx.doi.org/10.18848/1447-9494/cgp/v20i01/48684.

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41

Schofield, Allan, John Fielden, and Colin Harris. "Monograph Interlending for the Higher Education Research Community." New Review of Academic Librarianship 10, no. 1 (2004): 5–77. http://dx.doi.org/10.1080/13614530412331296817.

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42

Li, Qian, and Fei Yan. "Community theory-based learning framework for Higher education." Learning and Motivation 84 (November 2023): 101913. http://dx.doi.org/10.1016/j.lmot.2023.101913.

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43

Aminudin, Nur, Miftachul Huda, Ahmad Kilani, et al. "Higher Education Selection using Simple Additive Weighting." International Journal of Engineering & Technology 7, no. 2.27 (2018): 211. http://dx.doi.org/10.14419/ijet.v7i2.27.11731.

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The process of selecting a college should be based on the capabilities and needs of the community. When society is faced with a large selection of college criteria and most societies are confused about choosing the appropriate college for themselves and the job demands. From this it was made a decision support system aimed at helping the community to choose a college that suits the ability and demands of the work. Decision support system plays a role in helping people get the right recommendations in the selection of universities. This decision support system is also designed to help the commu

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44

Gusti Gede Diva Pari Sangga and Iqbal Faza Ahmad. "LEADERSHIP IN HIGHER EDUCATION MANAGEMENT SYSTEM." MANAGERIA: Jurnal Manajemen Pendidikan Islam 7, no. 1 (2022): 41–58. http://dx.doi.org/10.14421/manageria.2022.71-03.

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Failure to manage higher education will impact the loss of the higher education institution in producing quality human resources. This study explores leadership in the education management system at the Hindu Religion College (STAH) Dharma Sentana, Central Sulawesi. This research was conducted using a mixed-method with research subjects, all lecturers and employees who work at STAH Dharma Sentana Central Sulawesi, with as many as 41 respondents. Data were obtained through the distribution of questionnaires and interviews. The results of the partial analysis of research data indicate that two v

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45

Hamzah, Nur Farah Amirah, Azza Jauhar Ahmad Tajuddin, Raihana Romly, Wahiza Wahi, and Sharipah Ruzaina Syed Aris. "From Classroom to Community: Understanding Community-Based Learning Practices in Malaysian Higher Education Institutions." International Journal of Learning, Teaching and Educational Research 22, no. 3 (2023): 33–50. http://dx.doi.org/10.26803/ijlter.22.3.3.

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Community-based learning (CBL) integrates the classroom learning and the community learning, as a pedagogical strategy, equipping students thereby with the skills needed, especially personal and soft skills. CBL also promotes student volunteerism, experiential learning, and community-based research. The current literature describes the numerous impacts of CBL, yet it is not widely discussed (the clear guidelines), nor how to implement it. Thus, this paper attempts to discuss the elements of CBL and the potential benefits of integrating CBL, as part of classroom learning particularly at tertiar

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46

Ariesanti, Alia, Eko Ganis Sukoharsono, Gugus Irianto, and Erwin Erwin Saraswati. "Practice of Sustainability in Higher Education." International Journal of Engineering & Technology 7, no. 3.25 (2018): 84. http://dx.doi.org/10.14419/ijet.v7i3.25.17473.

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Higher education have a significant role in supporting the realization of sustainable development, thus forming the concept of the sustainable university. The concept of the sustainable university emphasizes the importance of economic, environmental and social activities conducted by the college. The college is expected to formulate the curriculum, perform research and community service activities with the topic of sustainability. The purpose of this study was to assess the extent of higher education considering the environmental, social and economical in their activities. The respondents of t

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47

Johnson, Serena, Lissa Stapleton, and Bryan Berrett. "Deaf Community Cultural Wealth in Community College Students." Journal of Deaf Studies and Deaf Education 25, no. 4 (2020): 438–46. http://dx.doi.org/10.1093/deafed/enaa016.

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Abstract Deaf students are members of a linguistic and cultural minority whose background and experiences provide a unique backdrop for the navigation of higher education. Using the framework of Deaf community cultural wealth, this study examines the experiences of Deaf students in community college and their utilization of various forms of capital. Findings showed that they exhibited instances of resistant, navigational, social, and familial capital in accessing and persisting in higher education.

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48

Kusmulyono, Muhammad Setiawan, Wawan Dhewanto, and Melia Famiola. "Energizing Higher Education Sustainability through Rural-Community Development Activation." Sustainability 15, no. 3 (2023): 2222. http://dx.doi.org/10.3390/su15032222.

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Higher education institutions play important roles in the community. Unfortunately, measuring the accomplishment of HEIs in developing communities is challenging. Most HEI contributions to the community are merely a formality and moral obligation. This study’s identified gap is the absence of integration of community development activities into HEIs, which would boost their impact on environmental sustainability. This study intends to investigate how institutions that support entrepreneurial-oriented community development affect students’ learning and impact society. This study employs an acti

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49

ROZVADOVSKA, TETYANA. "SOCIALLY ORIENTED LEARNING AT HIGHER EDUCATION INSTITUTIONS." Scientific Issues of Ternopil Volodymyr Hnatiuk National Pedagogical University. Series: pedagogy, no. 2 (April 6, 2021): 77–84. http://dx.doi.org/10.25128/2415-3605.20.2.11.

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The concept of Service-Learning has been presented in the article. The essence and features of Service-learning have been determined. The difference between Service-Learning, volunteering and practice have been indicated. Service- Learning at the university is aimed at solving community problems, but does not involve the acquisition of professional skills and is not a part of the course in the structure of the curriculum. Practice involves the acquisition of professional skills, but is not always aimed at solving community problems. Service-Learning is defined as an educational approach that u

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50

Păunescu, Carmen, and Mary Mcdonnell-Naughton. "Features of the higher education institutions’ community innovation labs." Proceedings of the International Conference on Business Excellence 16, no. 1 (2022): 519–26. http://dx.doi.org/10.2478/picbe-2022-0050.

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Abstract There has been an increasing demand from society towards higher education institutions (HEIs) to contribute to the development of local communities in which they are embedded through responsible (social) innovation actions. Redesigning thoughtfully the relationship between HEIs, the public sector, diverse private actors and NGOs is paramount. The goal is to create a connected governance structure that enables coherent innovation actions by diverse actors in accordance with co-creation principles and collective intelligence. A response to this call for action from academic stance are s

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