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Relevant bibliographies by topics / Higher education administration|Education|Higher education

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Academic literature on the topic 'Higher education administration|Education|Higher education'

Author: Grafiati

Published: 9 July 2021

Last updated: 14 February 2022

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Journal articles on the topic "Higher education administration|Education|Higher education"

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Pattenaude, Richard L., Elwood B. Ehrle, and John B. Bennett. "Higher-Education Administration." Public Administration Review 49, no. 6 (1989): 571. http://dx.doi.org/10.2307/976585.

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Townsend, Barbara K., and Michael D. Wiese. "The higher education doctorate as a passport to higher education administration." New Directions for Higher Education 1991, no. 76 (1991): 5–13. http://dx.doi.org/10.1002/he.36919917603.

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Marini, Frank, and Madeline F. Green. "Leaders for Higher-Education Administration." Public Administration Review 49, no. 5 (1989): 498. http://dx.doi.org/10.2307/976399.

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Sagaria, Mary Ann D. "Women in higher education administration." Economics of Education Review 5, no. 3 (1986): 335–36. http://dx.doi.org/10.1016/0272-7757(86)90093-2.

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A., Krishnamoorth. "Role of Education Policies in Indian Higher Education." Journal of Advanced Research in Dynamical and Control Systems 12, no. 04-Special Issue (2020): 1588–93. http://dx.doi.org/10.5373/jardcs/v12sp4/20201638.

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Havlíček, J., J. Hron, and I. Tichá. "Knowledge based higher education." Agricultural Economics (Zemědělská ekonomika) 52, No. 3 (2012): 107–16. http://dx.doi.org/10.17221/5002-agricecon.

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While data and/or information based education was built on pedagogic, psychology, philosophy of science and didactic disciplines, the new dimension of knowledge based education will involve new disciplines such as Knowledge Management, Epistemology, Systems Theory, Artificial Knowledge Management Systems, Value Theory and Theory of Measurement. It is often assumed that data, information and knowledge are depicted as a pyramid. The data, the most plentiful type, are at the bottom, information, produced from data, is above it and knowledge, produced from information through the hard work of refining or mining, above it. This schema satisfies specific needs of an organisation of warehouse data systems but it does not explain the role of these objects in the educational process. In education, the distinctions among data, information and knowledge need to be distinguished from the complex pedagogical point of view. Knowledge is the engine asking for more information and more data. Knowledge life cycle produces more information, more information asks for more data &ndash; that is: there is &ldquo;just information&rdquo;. Data, information and knowledge can be considered as object oriented measures assigned to real objects (entities). The following measures can be assigned to the objects: Measure of the zero order &ndash; name. Measure of the first order &ndash; data. Measure of the second order &ndash; information. Metrics of the third order &ndash; knowledge. Knowledge based curriculum involves knowledge into study plans and it considers knowledge as a distinctive part of study. Knowledge becomes the engine starting cycle of new information acquisition, reproduction and integration. The following problems have to be solved in building of knowledge based curriculum: Methodology and organisation of educational process. Technical support for knowledge based education. Evaluation and assessment of the process.

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Spanier, Graham B. "Higher Education Administration: One Sociologist's View." Sociological Perspectives 33, no. 2 (1990): 295–300. http://dx.doi.org/10.2307/1389050.

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Ling, Lorraine, and Peter Ling. "Administration for innovation in higher education." Innovative Higher Education 18, no. 3 (1994): 221–36. http://dx.doi.org/10.1007/bf01191115.

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Caspersen, Joakim, and Nicoline Frølich. "Higher education learning outcomes - transforming higher education?" European Journal of Education 52, no. 1 (2017): 3–7. http://dx.doi.org/10.1111/ejed.12204.

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Siddiqui, Dr Mujibul Hasan. "Global Perspective of Higher Education." International Journal of Scientific Research 1, no. 7 (2012): 58–59. http://dx.doi.org/10.15373/22778179/dec2012/24.

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Dissertations / Theses on the topic "Higher education administration|Education|Higher education"

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Pike, Tiffani L. "Leadership and Higher Education Administration." Youngstown State University / OhioLINK, 2018. http://rave.ohiolink.edu/etdc/view?acc_num=ysu1536053893669972.

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Wilcox, Susan. "Educational development in higher education." Thesis, National Library of Canada = Bibliothèque nationale du Canada, 1997. http://www.collectionscanada.ca/obj/s4/f2/dsk2/tape16/PQDD_0020/NQ28081.pdf.

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McQueen, Gregory P. (Gregory Paul). "Moral Judgment Development in Higher Education Administration." Thesis, University of North Texas, 1995. https://digital.library.unt.edu/ark:/67531/metadc278754/.

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Patterns of moral judgment exhibited by institutional candidates and fellows in the American Council on Education Fellows Program in Leadership for Higher Education 1988/1989 and 1989/1990 were explored in this study. The fellowship program selection process produced a group of institutional candidates with the high level of moral judgment development necessary for successful leadership in higher education administration. The goals of the program may be best served by minor improvements which will enhance a sound process. The results indicate that moral judgment development was not a significant factor in the selection of fellows. Salary and years of administrative experience, however, were related to selection. Candidates with higher salaries were more likely to be selected as fellows and tended to have lower levels of moral judgment development. The study revealed that there are variables affecting the selection and further investigation is necessary to determine which variables affect the selection and if they contribute to the goals of the fellowship program. Participation in the fellowship program did not significantly affect the fellows' level of moral judgment development as a group. The fellowship program did, however, have a positive impact on the upper third subgroup of fellows and a negative impact on the lower third subgroup. The performance of the upper third indicated that they have the potential to make a significant contribution to higher education administration. The middle third subgroup's performance indicated it is in a position to benefit significantly from program adjustments which enhance the fellows' awareness and broaden their perspective of the social milieu, within which higher education functions. Performance of the lower third indicated that the fellowship program might be adapted to meet the needs of this subgroup. Further study of other variables separating these three subgroups is needed. A longitudinal study could be completed to determine if candidates in the three subgroups went on to make the contributions in higher education administration this study implied they were equipped to make.

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Haley, Karen Jean. "Graduate Education Experience and Career Paths of Women Faculty in Higher Education Administration." NCSU, 2006. http://www.lib.ncsu.edu/theses/available/etd-09132006-212041/.

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Although there has been a concerted effort on the part of colleges and universities to increase women?s representation as faculty in higher education, equal representation in all disciplines has not been realized. The purpose of this research is to increase our understanding of the graduate student experience of current women faculty, specifically, their experience as it relates to becoming a faculty member. The investigation of an exemplary case, Higher Education Administration, lends support to the graduate student literature that emphasizes faculty-student interaction as a primary factor in persistence and retention. This interaction is particularly important for Higher Education Administration students as many are enrolled in programs that do not have institutionalized support for future faculty. While most participants in this investigation did not follow the traditional academic career path that began as an undergraduate, they did display commonalities within the group. What characterized all of the participants was the ability to create their own path to the professoriate. Given the academy?s inequitable proportion of women in tenure-track ranks, especially noted in a number of program areas such as science and engineering, the example of Higher Education programs may have salience for institutions that purport to make the academy more equitable.

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Burchett, Bonnie L. "The Role of Values in Higher Education: A Case Study of Two Higher Education Institutions." Digital Commons @ East Tennessee State University, 1999. https://dc.etsu.edu/etd/2888.

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The primary purpose of this study was to develop case studies providing a description of how two higher education institutions addressed the role of values. The researcher attempted to provide insight and understanding into the implicit and explicit values of the institutions through a values audit process. The methods of transmitting those values internally and externally were examined, as well as, implications for students, faculty, and staff. There was also an analysis as to what evaluation process was used to ensure compliance or alignment and to gauge that alignment between educational practices and the institutions' mission and purpose. The study examined the established and appropriate reward systems for recognizing and assuring compliance or alignment. The ethnographic case study was chosen as the research model for the investigative process for this study. Two case studies were conducted in which a four-year public institution, East Tennessee State University; and a four-year private Christian, liberal arts institution, Milligan College were examined. Each institution was treated as a case study, then a cross-case analysis was conducted between institutions noting similarities and differences. Four ethnographic techniques were used in the data collection phase of the research study: researcher's notes, face-to-face interviewing, document analysis, and participant observation. In each technique, the researcher emerged as the primary instrument for data collection. Based on the data collected, it was found that an institution's vision, mission, values, and goals provide the context in which it operates. The leader emerged as the individual who sets the tone for values for the institution. Effective strategies for communicating and implementing the values throughout all levels of the organization are critical. Compliance and alignment of members with the values must be expected, encourages, rewarded, and punished. Institutions may employ differing, yet, effective strategies for values definition, communication, and implementation. Recommendations made, as a result of the study are the following: (1) a periodic, broad-based review of the vision, mission, and values be conducted, (2) effective and continuous communication strategies be formulated and implemented into the hiring, supervision, and evaluation process, (3) an individual or an area be responsible for reviewing, transmitting, and evaluating the values, (4) periodic values audits be conducted internally and externally, and (5) further research be conducted in areas impacted by institutional values.

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Shawa, Lester Brian. "Can higher education policy frameworks engender quality higher education in Malawian universities?" Thesis, Stellenbosch : Stellenbosch University, 2007. http://hdl.handle.net/10019.1/21793.

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Thesis (MEd)--University of Stellenbosch, 2007.<br>ENGLISH ABSTRACT: Through policy document analyses and in-depth semi-structured interviews, this thesis examines the potential of higher education policy frameworks to engender quality university education in Malawian universities. Pertinent to the fast-growing higher education sector in Malawi is the connection between higher education policy frameworks and quality delivery of university education. Education policy frameworks in Malawi are mainly a response to the government’s broad policy of poverty alleviation. Thus this thesis argues that quality university education ought to contribute to poverty alleviation especially by assisting the country to achieve its Millennium Development Goals (MDGs) and to implement the initiatives of the New Economic Partnership for Africa’s Development (NEPAD). To engender quality university education that could help to alleviate poverty in Malawi, this thesis through Habermasian critical inquiry proposes that quality ought to be the corollary of defensible higher education policy frameworks, policy documents need to delineate quality parameters, access to university education needs to be increased and, inevitably, discursive or deliberative higher education policy making ought to be given primacy.<br>AFRIKAANSE OPSOMMING: Aan die hand van beleidsdokumentontleding en diepgaande, semigestruktureerde onderhoude, ondersoek hierdie tesis die potensiaal van hoëronderwysbeleidsraamwerke om gehalte universiteitsonderrig in Malawiese universiteite teweeg te bring. Van besondere belang vir die snelgroeiende hoëronderwyssektor in Malawi is die verband tussen hoëronderwysbeleidsraamwerke en die lewering van gehalte universiteitsonderrig. Malawiese onderwysbeleidsraamwerke is hoofsaaklik 'n reaksie op die regering se omvattende armoedeverligtingsbeleid. Daarom voer hierdie tesis aan dat gehalte universiteitsonderrig tot armoedeverligting behoort by te dra, veral deur die land te help om sy millenniumontwikkelingsdoelwitte (MOD’s) te bereik en die inisiatiewe van die Nuwe Vennootskap vir Afrika-ontwikkeling (NEPAD) in werking te stel. Ten einde gehalte universiteitsonderrig teweeg te bring wat armoede in Malawi kan help verlig, doen hierdie tesis deur Habermasiese kritiese ondersoek aan die hand dat gehalte die uitvloeisel van verdedigbare hoëronderwysbeleidsraamwerke moet wees, dat beleidsdokumente gehaltegrense moet neerlê, dat toegang tot universiteitsonderrig verbeter moet word, en dat beredeneerde of oorwoë hoëronderwysbeleidbepaling onafwendbaar voorrang behoort te geniet.

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Walker, Amanda L. "Experiential Education Recruitment Value| A Correlational Study of Large and Small Companies." Thesis, Delta State University, 2017. http://pqdtopen.proquest.com/#viewpdf?dispub=10306885.

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<p> The purpose of this study is to evaluate employer perceptions regarding the value of internships and to determine the role of company size in internship recruitment and/or placement. This study provides a much-needed employer viewpoint of the role of experiential education in undergraduate and graduate education, as well as offering researchers valuable insight into the needs and hiring practices of employers. Three research questions guided this study: Is there a relationship between company size and internship value in recruitment and/or placement, is there a relationship between company size and the value of internships in recruitment and/or placement opportunities for full-time hiring, and Is there a relationship between company size and perceived value if the prior experience is unpaid? Employer members of the National Association of Colleges and Employers (NACE) were invited to participate; n = 264 with a return rate of 8.51 percent. A correlation research design was used to determine if a relationship existed between large and small companies and their value of experiential education as it relates to hiring. Spearman rho was used to provide the statistical analysis. Empirical results indicated there was a slight correlation among large and small companies in regard to the value they placed on internships as a prerequisite in their field, when considering applicants for fulltime hires, and when evaluating whether the experiential learning experience was paid or unpaid. Additionally, employers indicated that experiential learning opportunities such as internships or co-ops are increasing in value in recruitment and /or placement for their industries. For example, nearly 70 percent of employers indicated internships or co-ops should be a part of graduation requirements for students thus, suggesting the increased value companies are placing on internships. Internships and co-ops have become a standard for industries. Employers suggested the value of experiential learning in the recruitment and placement of applicants is a highly desired component of an applicant's credentials.</p>

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Blalock, James Gaddis III. "Postsecondary Institutional Use of a Yearly Academic Quality Improvement Program and Its Relationship with Enrollment Price and Student Persistence through Graduation." Thesis, The George Washington University, 2018. http://pqdtopen.proquest.com/#viewpdf?dispub=10785222.

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<p> To address the issues of affordability and student persistence through graduation, some institutions of higher education have embraced the Malcolm Baldrige National Quality Award (MBNQA) program. The fact that several of these institutions have subsequently shown improvements in affordability and student retention suggests that other colleges and universities that have adopted the Baldrige framework or a Baldrige style approach to institutional management may also be making improvements in the same institutional outcomes. However, to date, little research has been conducted to measure whether these institutions are improving in affordability and retention. To help close this gap in research, the present study investigated to what extent participating in a Malcolm Baldrige National Quality Award (MBNQA) based program improves affordability and degree completion. The study’s four research questions asked whether an institution’s participation in a MBNQA-based program was associated with the institution’s first-year, full-time, degree/credential-seeking undergraduate students’ (a) net enrollment cost, (b) student debt, (c) the likelihood of degree completion, and (d) the institution’s educational expense per degree. </p><p> Data for the period 2000 to 2013 were gathered for 870 colleges and universities accredited by the Higher Learning Commission. Of these institutions, 167 AQIP/Baldrige-participating institutions were compared by regression analysis to 703 non-participating institutions concerning several dependent variables related to student costs or student retention and graduation. </p><p> After controlling for year, institutional characteristics, and student demographics, results indicated that an institution’s participation in a MBNQA based program was associated with lower in-state tuition and fees (-$187), decreased student first-year student retention (-1.1%), increased student persistence (.9%), and decreased 150% graduation rates (-2.1%) or students graduating on or before 3yrs for 2-year intuitions and 4yrs for 4-year institutions. However, MBNQA based program participation was not statistically significantly associated with out-of-state tuition and fees, percentage of students receiving loans, average student loan amount, and institutional expense per degree.</p><p>

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Steward, Jessi Mica 1977. "Common Characteristics of Women Leaders in Higher Education Administration." Thesis, University of Oregon, 2009. http://hdl.handle.net/1794/10027.

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xii, 121 p. A print copy of this thesis is available through the UO Libraries. Search the library catalog for the location and call number.<br>Although women continue to make significant advancements in the workforce, there is still progress to be made to overcome biases and systems of exclusion. Since women play an increasing and influential role in the administration and leadership of higher education institutions, understanding their unique contributions is critical. In this study, qualitative methods were used to gather data on common characteristics of women leaders in higher education administration. Data were gathered from interviews with twenty women working in a cross section of professional positions at four comprehensive public universities in the Pacific Northwest. Results showed that the participants used collaboration, communication, and information sharing and addressed conflict to build relationships, establish trust, and inspire a shared vision. Most of the participants in this study indicated that they were rewarded, recognized, and supported in their positions; however, some indicated that discrimination still occurs based upon gender.<br>Committee in Charge: Jean Stockard, Chair; Jessica Greene; Surendra Subramani

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Vlasin, A. "Mission education in Romanian Evangelical Higher Education." Thesis, Queen's University Belfast, 2009. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.517588.

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Books on the topic "Higher education administration|Education|Higher education"

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Abiyad, Malake. Higher education. Unesco, 1988.

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Democrats, Liberal. Higher education. Liberal Democrats, 1995.

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Copyright Paperback Collection (Library of Congress), ed. Higher education. Ballantine, 1988.

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Higher education. Routledge, 2010.

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Higher education. Viking, 1989.

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Higher education. Penguin Books, 1989.

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Williams, Gareth. Higher education. INLOGOV, 1986.

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Smart, John C. Higher Education. Springer Science + Business Media B.V, 2008.

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Smart, John C., ed. Higher Education. Springer Netherlands, 2008. http://dx.doi.org/10.1007/978-1-4020-6959-8.

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Smart, John C., ed. HIGHER EDUCATION:. Kluwer Academic Publishers, 2006. http://dx.doi.org/10.1007/1-4020-4512-3.

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Book chapters on the topic "Higher education administration|Education|Higher education"

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Chou, Chuing Prudence, and Gregory Ching. "Higher Education." In Taiwan Education at the Crossroad. Palgrave Macmillan US, 2012. http://dx.doi.org/10.1057/9780230120143_9.

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Chitty, Clyde. "Higher Education." In Education Policy in Britain. Macmillan Education UK, 2014. http://dx.doi.org/10.1007/978-1-137-32038-4_9.

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Hearn, James C., and James W. Morrison. "Higher Education." In Encyclopedia of Operations Research and Management Science. Springer US, 2013. http://dx.doi.org/10.1007/978-1-4419-1153-7_419.

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Merlo, Antonio. "Higher education." In Political Economy and Policy Analysis. Routledge, 2018. http://dx.doi.org/10.4324/9780429490309-11.

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Falk, Francesca. "Higher Education." In Gender Innovation and Migration in Switzerland. Springer International Publishing, 2018. http://dx.doi.org/10.1007/978-3-030-01626-5_5.

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Halsey, A. H. "Higher Education." In British Social Trends since 1900. Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-19466-7_7.

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Jowett, Paul, and Margaret Rothwell. "Higher Education." In Performance Indicators in the Public Sector. Palgrave Macmillan UK, 1988. http://dx.doi.org/10.1007/978-1-349-08987-1_5.

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Baker, Jill. "Higher Education." In What Next? Macmillan Education UK, 1988. http://dx.doi.org/10.1007/978-1-349-09728-9_8.

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Gray, Lee-Anne. "Higher Education." In Educational Trauma. Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28083-3_16.

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Peterson, Rodney D. "Higher Education." In Political Economy and American Capitalism. Springer Netherlands, 1991. http://dx.doi.org/10.1007/978-94-011-3874-1_12.

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Conference papers on the topic "Higher education administration|Education|Higher education"

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Holmes, David R. "Higher education administration and computers." In the 1985 ACM annual conference. ACM Press, 1985. http://dx.doi.org/10.1145/320435.323367.

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Head, Nancy Wilson. "Higher education." In the 1999 ACM SIGCPR conference. ACM Press, 1999. http://dx.doi.org/10.1145/299513.299712.

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Angel-Alvarado, Rolando, Miguel R. Wilhelmi, and Olga Belletich. "Holistic Architecture for Music Education: A proposal for empirical research in educational situations." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8079.

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Holistic Architecture for Music Education (HAME) arises as a Design-Based Research, that is, it is an interdisciplinary research approach based on mixed research methods, which attempts understanding empirical phenomena from music education complexity. The HAME’ structural design poses a preliminary study of phenomena, the formulation of a research hypothesis, fieldwork in real-world situations and, finally, an analysis of data collected during the fieldwork with the intention of contrasting the hypothesis. This study aims to explore the technical suitability of the HAME in music education’s empirical research. Results demonstrate consistency between four phases of the structural design, in addition to prove the empirical complexity of organisational structures in music classrooms. In conclusion, the HAME is understood as an interdisciplinary educational research approach, which is holistically described as it connects theoretical currents of the social sciences and humanities with actual educational situations of music education. As a consequence, the HAME provides theoretical and practical knowledge about music education.

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Begicheva, O. L., T. A. Beregovskaya, and S. A. Grishaeva. "Online education in higher education." In Proceedings of the 1st International Scientific Conference "Modern Management Trends and the Digital Economy: from Regional Development to Global Economic Growth" (MTDE 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/mtde-19.2019.142.

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Falaschi, Elena. "The HTR Model for Well-Being in Educating Community." In Seventh International Conference on Higher Education Advances. Universitat Politècnica de València, 2021. http://dx.doi.org/10.4995/head21.2021.12968.

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With the aim of enhancing human capital by bringing out talents, this paper offers a theoretical model for innovating teaching/learning methodological approaches. The Humor Talent Resilience (HTR) Model for Well-Being in Educating Community recognizes Humor as a pedagogical device that jointly feeds both Talent and Resilience. This nourishment triggers a dynamic process between Talent and Resilience of reciprocal and constant interdependence, while developing a mutual positive contamination in continuous evolution. This process is itself a “generator of Well-Being” but it will be able to fully convey its educational effectiveness only if it is supported by an Educating Community. While aknowledging the enhancement of all human potentials, including the high or very high potentials, the pedagogy of Well-Being must assume the educational responsibility of offering teaching/learning contexts that allow all students to reach their highest level of development. Three open reflections are presented: the concepts of justice and equity of educational policies and practices aimed at respecting and enhancing all human potentials; the virtual educating (or dis-educating) community; the need for specific training for teachers and more opportunities for international discussion in the field of gifted and talented education.

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Hasbi, Imanuddin, Djam'an Satori, Agus Rahayu, and Mohammad Fakry Gaffar. "Marketing Management in Higher Education." In 6th International Conference on Educational, Management, Administration and Leadership. Atlantis Press, 2016. http://dx.doi.org/10.2991/icemal-16.2016.8.

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Requena, Carmen, Paula Álvarez-Merino, and María Plaza-Carmona. "Educational Models against ageism in higher education." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.7986.

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There have allways been old persons, but their number has unprecedentedly grown and it is expected to overtake any other age group in contemporary developed societies. Instead of taking this process as a success of mankind, ageism grows on a par with ageing. It is well documented how standard educational models fail to correct implicit ageistic stereotypes, thus new emerging theoretical models such as generational intelligence and identity in old age put forward experiential methodologies designed to educate both explicit and implicit ageistic stereotypes. Both theoretical models incorporate the subjective first-person perspective on ageing, which complements the standard university curriculum for ageing-related professsionals in health, social or educational sectors. The practical implementation of these educational models involve experiential methodologies such as life stories. A crucial educational element in the practical success of this methodology lies in understanding intergenerational education not only as a gathering of generations, but as the intentional production and evaluation of educational ends. The paper exemplifies these methodologies and contrasts their success in dealing with the complexities involved in educating against explicit and implicit agesitic stereotypes in intergenerational relations. Therefore, the key to intergenerationality lies less in its "generational" element as in its "inter" element.

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Radchuk, Halyna, Zoryana Adamska, Mariia Oliinyk, and Solomiia Chopyk. "Paradigms in Modern Higher Education Development." In ATEE 2020 - Winter Conference. Teacher Education for Promoting Well-Being in School. LUMEN Publishing, 2021. http://dx.doi.org/10.18662/lumproc/atee2020/26.

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The theoretical and methodological analysis of modern educational paradigms is made in the article and axiological vectors of higher education development are distinguished on this basis. Four basic educational paradigms have been identified: cognitive informational (traditional, cognitive), personal (humanistic), competence and cultural (humanitarian). It has been found that, unlike instrument-oriented learning, which provides the translation, reproduction and assimilation of knowledge, skills, technologies (cognitive informational and competence paradigms) and therefore is secondary to the processes of personality development, education should firstly be focused on becoming holistic personality, ensure his organic and unique (personal and cultural paradigms). It has been substantiated that at the theoretical level there is a sharp narrowing of the semantic field of scientific and pedagogical reflection: attention is paid to the production of the amount of knowledge, given social behavior, technologies of activity of the future specialist. Therefore, education in its humanitarian sense suffers first of all and the quality of education is often reduced to the level of acquisition of special knowledge and mastery of professional skills. It has been shown that higher education institutions are more and more inclined to a pragmatic education, training professionals, and functionaries. In this case, information overload blocks the affective-emotional sphere of the individual, prevents adequate, holistic perception of reality, actualization of creative potential. It is determined that the reform of modern education should be based on the idea of the integrity, which actualizes the problem of careful reflexive and methodological support of the modern higher education system and the development of specific humanitarian educational technologies.

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Dittrich, Toby, and Sequoia Star. "Introducing Voice Recognition into Higher Education." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8080.

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Abstract Voice Recognition (VR) software has now evolved to be fast and accurate enough to be useful in many educational settings. This paper describes two new uses for VR technology, both protected by patents, which can effectively address the lack of universal oral training in education today. The first use is Instant Note Capture (INC) which can be employed in live computer presentations and in an online software add-on tool called Incredible Classroom (IC) to place and store voice to text records in educational activities. The second is a new assessment tool called Virtual Oral Recitation Examination System (VORE) which enables oral discourse to be automatically and instantaneously assessed and used in new educational software tools requiring oral exercises. This paper identifies the necessity for and demonstrates the uses of voice recognition systems in education.

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Ponce Gallegos, Julio Cesar, Beatriz Angelica Toscano, Antonio Silva Sprock, Jaime Munoz Arteaga, and Nancy Aguas. "Educational Inclusion in Higher Education: Mexico." In 2019 XIV Latin American Conference on Learning Technologies (LACLO). IEEE, 2019. http://dx.doi.org/10.1109/laclo49268.2019.00043.

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Reports on the topic "Higher education administration|Education|Higher education"

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Revi, Aromar, Teja Malladi, Dhananjayan Mayavel, Nilakshi Chatterji, and Pratyush Tripathy. India Higher Education Atlas. Indian Institute for Human Settlements, 2018. http://dx.doi.org/10.24943/9789387315556.

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Magoula, Angeliki-Elen, and Christopher S. Myers. Cost in Higher Education. Defense Technical Information Center, 2007. http://dx.doi.org/10.21236/ada473288.

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Guthrie, Kevin, Catharine Hill, and Martin Kurzweil. Technology in Higher Education: Reflections from the Bowen Colloquium on Higher Education Leadership. Ithaka S+R, 2018. http://dx.doi.org/10.18665/sr.306629.

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Dearden, Lorraine, Claire Crawford, Rowena Crawford, and Jack Britton. Labour’s higher education funding plans. Institute for Fiscal Studies, 2015. http://dx.doi.org/10.1920/bn.ifs.2015.00164.

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Winston, Gordon, and David Zimmerman. Peer Effects in Higher Education. National Bureau of Economic Research, 2003. http://dx.doi.org/10.3386/w9501.

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Michael Cherney, PhD. Alternative Energy for Higher Education. Office of Scientific and Technical Information (OSTI), 2012. http://dx.doi.org/10.2172/1035800.

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De Vlieger, Pieter, Brian Jacob, and Kevin Stange. Measuring Instructor Effectiveness in Higher Education. National Bureau of Economic Research, 2016. http://dx.doi.org/10.3386/w22998.

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Hoxby, Caroline, and Sarah Turner. Measuring Opportunity in U.S. Higher Education. National Bureau of Economic Research, 2019. http://dx.doi.org/10.3386/w25479.

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Revi, Aromar, Teja Malladi, Dhananjayan Mayavel, Nilakshi Chatterji, and Pratyush Tripathy. India Higher Education Atlas - Volume 1. Indian Institute for Human Settlements, 2018. http://dx.doi.org/10.24943/9789387315563.

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Revi, Aromar, Teja Malladi, Dhananjayan Mayavel, Nilakshi Chatterji, and Pratyush Tripathy. India Higher Education Atlas - Volume 2. Indian Institute for Human Settlements, 2018. http://dx.doi.org/10.24943/9789387315570.

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