Relevant bibliographies by topics / Higher Education Authority

Contents

  1. Journal articles
  2. Dissertations / Theses
  3. Books
  4. Book chapters
  5. Conference papers
  6. Reports

Academic literature on the topic 'Higher Education Authority'

Author: Grafiati
Published: 4 June 2021
Last updated: 11 February 2022

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Journal articles on the topic "Higher Education Authority"

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Martin, Christopher. "Political Authority, Personal Autonomy and Higher Education." Philosophical Inquiry in Education 25, no. 2 (July 30, 2020): 154–70. http://dx.doi.org/10.7202/1070739ar.

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Does the liberal state have a role in helping mature citizens make worthwhile educational choices? The question has clear relevance for the aims of higher education in a liberal democratic society. As systems of higher education internationalize, it has become difficult for liberal states to steer high education policy in directions that serve civic interests. This is, in part, because political liberalism imposes restrictions on what one might call directive educational authority: the power to direct citizens toward specific kinds of knowledge, understanding and skills in the interests of making their lives better. This restriction follows from the view that citizens have the capacity to make thier own decisions about how best to live, including decisions about the kind of education they need. My aim in this paper is to make the case for a more direct role for the state in promoting a good life through higher education. In particular, I argue that the liberal state’s obligation to promote autonomy across its citizenry confers legitimate educational authority over post-compulsory, as well as compulsory, education. This argument affirms the State’s educational obligations to citizens beyond a basic or compulsory education. Getting in the way of this affirmation, however, is an overly restrictive account of educational authority that occludes these obligations under the guise of respect for autonomy. Accordingly, in making my case I propose an autonomy-based account educational authority derived from Joseph Raz’s Service Conception, defending this account against the charge that such authority is illegitimately paternalistic.
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Chan, Alfred Huan Zhi, Mohd Dahlan Malek, and Ferlis Bahari. "Higher authority organizational stressors among higher education deans: a multiple case study." Journal of Applied Research in Higher Education 10, no. 3 (July 2, 2018): 333–43. http://dx.doi.org/10.1108/jarhe-01-2017-0008.

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Purpose The purpose of this paper is to identify higher authority organizational stressors encountered by higher education deans. Design/methodology/approach This current research employed a qualitative approach utilizing a contextual paradigm with a multiple case study methodology. Findings Out of ten investigated deans in a public higher education institution in Malaysia, nine reported experiences of organizational stressor elements arising from higher authority. Three non-overlapping subthemes were systematically discovered. Practical implications Successful identification of these higher authority organizational stressors has implications for higher education management policies. Policies that reduce or eliminate these stressors may create a positive and progressive environment for deans and the higher education field. Originality/value This study will thus serve to promote a deeper understanding of higher authority organizational stressors encountered by higher education deans.
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Blumberga, Solveiga. "Student-Perceived Epistemic Authority of Associate Professors in Institutions of Higher Education." Journal of Pedagogy and Psychology "Signum Temporis" 4, no. 1 (December 1, 2011): 10–16. http://dx.doi.org/10.2478/v10195-011-0040-7.

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ABSTRACT The article analyses the topical social epistemology issue of transmission and sharing of knowledge in the context of social psychology. Essential is focusing on authority as an attitude and, within this context, also focusing on an analysis of the structure of authority, situational structuring of authority. Therefore, the aim of the study is to explore the epistemic authority of associate professors in institutions of higher education as perceived by the students of various study areas. The concept of epistemic authority has been used to pursue the aim (Raviv, Bar-Tal, Ravi & Abin, 1993; Kruglanski, 1989; Hepburn, 2006; Asmuß & Svennevig, 2009; Glenn & LeBaron, 2011). Exploring epistemic authority is related to exploring the degree of trust in epistemic authority (Kruglanski et al., 2005). An epistemic authority study methodology including three interrelated surveys has been used in the study (Raviv, Bar-Tal, Raviv & Abin, 1993). The study sample consisted of students of various institutions of higher education in Riga (N=307). The article analyses the results of the descriptive statistics of student-perceived epistemic authority of associate professors; statistically significant differences between the evaluations given by students of various areas for their perception of the epistemic authority of associate professors. The article includes key conclusions which show that students rate the epistemic authority of associate professors as medium high, it is comparatively higher in the cognitive aspect - evaluation of the authority’s level of knowledge and the cognitively emotional, i.e., trust in knowledge. The students have given a lower rating to the epistemic authority of associate professors in the cognitive behaviour aspect.
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Michael N. Christakis. "Gubernatorial Authority and Influence on Public Higher Education." Review of Higher Education 33, no. 1 (2009): 95–117. http://dx.doi.org/10.1353/rhe.0.0103.

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McPherson, Michael S., and Morton Owen Schapiro. "Tenure Issues in Higher Education." Journal of Economic Perspectives 13, no. 1 (February 1, 1999): 85–98. http://dx.doi.org/10.1257/jep.13.1.85.

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The system of academic tenure has come under increasing scrutiny. The authors provide a brief review of the tenure literature, discuss some recent tenure controversies, and present basic data on the percentage of faculty subject to the tenure system. The issue of tenure is discussed in terms of how the authority necessary to run a college or university is delegated. The authors believe that this perspective sheds light on some underlying reasons for why tenure differs from other forms of labor contracting and on the reasons for the relative importance of the tenure system in different parts of higher education.
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Belanoff, Pat, and Kenneth A. Bruffee. "Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge." Journal of Higher Education 66, no. 4 (July 1995): 483. http://dx.doi.org/10.2307/2943799.

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Scott, John Anthony, and Kenneth A. Bruffee. "Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge." History Teacher 33, no. 2 (February 2000): 267. http://dx.doi.org/10.2307/494981.

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Bruffee, Kenneth A. "Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge." College Composition and Communication 46, no. 1 (February 1995): 123. http://dx.doi.org/10.2307/358879.

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Aldrich, Richard, and P. R. Sharp. "The Creation of the Local Authority Sector of Higher Education." History of Education Quarterly 28, no. 3 (1988): 481. http://dx.doi.org/10.2307/369107.

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Belanoff, Pat. "Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge." Journal of Higher Education 66, no. 4 (July 1995): 483–85. http://dx.doi.org/10.1080/00221546.1995.11774792.

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Dissertations / Theses on the topic "Higher Education Authority"

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Lloyd, Caroline Fleur. "An exploration of the adjustment of authority in the higher education classroom." Thesis, University of Southampton, 2002. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.392582.

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Robillard, Amy Elizabeth Howard Rebecca Moore. "Reimagining students' writerly authority co-investigation and representations of student writers in composition studies /." Related electronic resource: Current Research at SU : database of SU dissertations, recent titles available full text, 2004. http://wwwlib.umi.com/cr/syr/main.

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Telep, Cody Webb. "The impact of higher education on police officer attitudes regarding abuse of authority." College Park, Md.: University of Maryland, 2008. http://hdl.handle.net/1903/8098.

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Thesis (M.A.) -- University of Maryland, College Park, 2008.
Thesis research directed by: Dept. of Criminology and Criminal Justice. Title from t.p. of PDF. Includes bibliographical references. Published by UMI Dissertation Services, Ann Arbor, Mich. Also available in paper.
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Baker, Robert Eugene. "Achieving balance in the governance of intercollegiate athletics: An examination of power and authority over time." W&M ScholarWorks, 1995. https://scholarworks.wm.edu/etd/1539618392.

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The intent of this study was to explore constituent utilization of power and authority over time that led to systemic dysfunctions in the governance of intercollegiate athletics, and to examine the needs motivating the interested constituents, thus suggesting alternatives for reform. A comparison of the policies, practices, and circumstances of constituents in 1929 and the present was based upon an analysis of the Carnegie Foundation for the Advancement of Teaching Report (1929); the American Council on Education Report (1986); and the Knight Commission Report (1993), and other books, articles, and reports.;The constituents involved in the governance of intercollegiate athletics were consistent over time and included the governing board, the president, the faculty, the athletic director, the coach, conferences, the NCAA, boosters, business leaders, and the media. These constituents' use of power and authority was examined based upon Burbules' (1986) description of the legitimacy of authority and the reciprocal nature of power and upon Wolf's (1990) modes of power: interpersonal, tactical, and structural.;In both time periods, systemic dysfunction in the governance of intercollegiate athletics resulted from constituents who either neglected or exceeded their prescribed authority roles, thus generating breaches in authority. Other constituents subsequently exercised illegitimate power to fill these gaps in authority. Since constituent exercise of power and authority is based upon the inherent conflict of interest in power relations, an examination of the needs motivating constituents to use power and authority was essential. The examination of needs was based upon Maslow's (1970) deficiency needs that were the foundation of his Hierarchy of Needs. The basic constituent need that motivated constituents to exercise power and authority in both 1929 and the present was founded on self-preservation.;The Model of Balance in Athletic Governance explained the relationship between constituent resource needs and their integrity and was based on self-preservation. When an imbalance occurred, the Model explained why constituents exceeded or neglected their prescribed authority roles and why other constituents used power to fill the gaps in authority.;Reformers must ultimately understand the needs and roles of constituents and their use of power and authority over time in the governance of intercollegiate athletics in order to devise feasible reform alternatives. Only through understanding the participants and process of athletic governance can reformers have a genuine and lasting impact upon changes in the operation of intercollegiate athletics. Recommendations for reform were based upon the needs of constituents that motivate their exercise of power and authority. Reform recommendations at both the individual university and inter-institutional level included: (1) clarify the athletic mission; (2) presidential control; (3) decentralize the NCAA and increase conference influence; and (4) require full public disclosure of policies and practices.
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Praeg, Leonhard. ""Morality and authority in existential praxis"." Thesis, Rhodes University, 2006. http://hdl.handle.net/10962/d1007593.

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In this study I am concerned with understanding how the emergence of participatory or, broadly understood, existential approaches to education has shifted the nature of the student/lecturer relationship. Historically, the difference was represented through the in loco parentis trope which contains implicit understandings as to the nature of the lecturer's authority and the ethical parameters of the relationship. With the emergence of more participatory approaches this relationship and its constitutive elements have to be re-imagined. In the first chapter I place this enquiry in the contemporary context in which the very identity of the university is changing as a result of massification and the accountability regime. In the second chapter I look at bell hooks' pedagogy as an example of such a participatory approach to education at higher education institutions. I describe her practice as a deconstructive pedagogy that is as powerful as it is because of the operation of a difference constitutive of it. In the third chapter I ask whether representing this difference in terms of the pre-modern master/apprentice offers a useful response to the questions raised by an existential praxis.
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Weissburg, Paul. "Shifting alliances in the accreditation of higher education on the long term consequences of the delegation of government authority to self-regulatory organizations /." Fairfax, VA : George Mason University, 2008. http://hdl.handle.net/1920/3423.

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Thesis (Ph.D.)--George Mason University, 2008.
Vita: p. 223. Thesis director: Catherine E. Rudder. Submitted in partial fulfillment of the requirements for the degree of Doctor of Philosophy in Public Policy. Title from PDF t.p. (viewed Mar. 16, 2009). Includes bibliographical references (p. 210-222). Also issued in print.
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Pedersen, Erik. "Autonomireformen : En analys av svensk högskolepolitik." Thesis, Örebro universitet, Institutionen för humaniora, utbildnings- och samhällsvetenskap, 2012. http://urn.kb.se/resolve?urn=urn:nbn:se:oru:diva-23788.

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The Swedish system for higher education has its origin in the 15th century and the founding of Uppsala University. Until the 20th century the Swedish system for higher education was elitist and the education aimed to serve the state with qualified labor, but at this time the system started to transform into an education system available to all. Since the 1970’s until today the government has implemented three major reforms with different objectives. In addition to these major reforms minor changes have taken place continuously. The higher education system has become more and less regulated by the government with these reforms and minor changes. In the autumn of 2006 a new liberal government formed in Sweden, Reinfeldt cabinet, and soon after it decided to analyse how the institutions for higher education in Sweden were regulated. This led to the autonomy reform which took place January 1st 2010. With this thesis I want to analyse the history of the Swedish system for higher education and the implications of the autonomy reform from a perspective of governmental authority and regulations but also using the theories of Governance and New Public Management. Subject for my analysis are three official documents, the directive (Dir. 2007:158), the report (SOU 2008:104) and also the bill (prop. 2009/10:149). I will compare the proposed changes regarding regulations within these three documents and try to classify them relative to each other accordning to their degree of autonomy. The reform is influenced by the theories of Governance and New Public Management with creation of markets for higher education and a higher degree of competition of students, personnel and resources. There is also a difference in governmental regulations between the three subjects for my analysis.
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Espenschied-Reilly, Amanda Louise. "A Bourdieusian Critical Constructionist Study of the Experiences of Low Socioeconomic, Private University Undergraduate Students in Service-learning Courses Focused on Serving Low Socioeconomic Populations." Kent State University / OhioLINK, 2016. http://rave.ohiolink.edu/etdc/view?acc_num=kent1455793828.

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Al, Majdalawi Mazen. "Human resource development in Palestinian higher education, with special reference to evaluation of employee development and training at the Al-Aqsa University, Gaza, Palestinian Authority." Thesis, University of South Wales, 2015. https://pure.southwales.ac.uk/en/studentthesis/human-resource-development-in-palestinian-higher-education-with-special-reference-to-evaluation-of-employee-development-and-training-at-the-alaqsa-university-gaza-palestinian-authority(be3c766a-50f7-44c4-8775-6394a7a6f0bd).html.

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Acotchou, Florent Comlan. "Autorité et pouvoir dans l’enseignement supérieur au Bénin : analyse socio-anthropologique de la relation pédagogique." Thesis, Paris Est, 2013. http://www.theses.fr/2013PEST0081.

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Les garants de toute culture ont toujours eu le souci de transmettre ses valeurs aux jeunes générations en vue de leur sauvegarde. Dans le domaine de l’enseignement en général, et de l’enseignement supérieur en particulier, outre les valeurs culturelles, sont transmis également des connaissances et des savoirs universels qui préparent au marché de l’emploi tout en structurant la personnalité des individus bénéficiaires des apprentissages. L’organisation universitaire est, elle aussi, un construit social, et laquelle organisation est un assemblage de relations de pouvoirs que nouent les acteurs les uns envers les autres. Pour assurer cette mission et faciliter la communication du savoir et ainsi atteindre les objectifs de l’organisation, les enseignants sont ipso facto investis d’un pouvoir conféré par l’institution académique. Mais ce pouvoir ne trouve sa puissance et sa consistance que lorsque le détenteur incarne réellement l’autorité attestée non seulement par le modèle et la référence qu’il essaie de représenter aux yeux des apprenants mais aussi par ses compétences et la maîtrise incontestée de sa matière d’enseignement. Toutefois, au Bénin, ce pouvoir tend à être exagéré par des enseignants qui, eux-mêmes sont fortement influencés par leurs cultures d’origine : détenteurs du savoir et donc « sachants », ils se considèrent comme des chefs traditionnels, des demi dieux à qui l’apprenant doit une totale soumission. Alors, nous sommes là dans un modèle de reproduction sociale amplement décrite par Pierre Bourdieu qui confirme le fait « le séjour dans l’eau ne transforme pas un tronc d’arbre en crocodile », selon les expressions de Seydou Badian. Ce qui signifie que malgré sa formation, ses qualifications et ses diplômes qui font de lui un « nouvel être », un être moderne, l’enseignant au Bénin aura toujours du mal à se séparer d’un fond culturel qui lui est propre et intrinsèque. L’apprenant est conscient que son être social de par sa future carrière est engendré par le savoir enseigné dont l’assimilation confère des diplômes. Pour paraphraser Victor Hugo, je me permets de dire que chaque apprenant qu’on enseigne est un sujet, un acteur social qu’on gagne. Alors le savoir est monétarisé dans l’université choisie comme terrain d’enquête. Le développement de mon objet de recherche bénéficiera en effet d’un apport considérable de l’anthropologie sociale et culturelle, de la sociologie du pouvoir et de la pédagogie
The guarantors of every culture are always worried about transmitting their values to young generations for their safeguard. In the field of education in general, and higher education in particular, in addition to cultural values, some universal knowledge and acquaintances which help to find a job as well as to structure the personality of those who benefit from these learnings, are also transmitted. The university organization is also a social constructed and this organization is an assembly of relations of powers that the actors establish together. In order to achieve this mission and make the communication of the knowledge easier and therefore reach the objectives of the organization, teachers are ipso facto invested with a power awarded by the academic institution. But this power finds its strength and its consistence only when the holder is really the authority approved not only by the model and the reference he tries to represent for the learners but also by his skills and the undisputed master of his teaching subject. Nevertheless, in Benin, this power tends to be exaggerated by teachers who are themselves influenced by their native culture. Because they are the ones « who know », they consider themselves as traditional leaders, demigods to whom the learner owes a total submission. There we are, in a model of social reproduction greatly described by Pierre Bourdieu who confirms the fact « the stay in the water doesn’t turn a tree trunk into a crocodile », according to the saying of Saydou Badian. It means that despite his training, his skills and degree which make him a « new being », a modern being, the teacher in Benin will always find it difficult to get rid of a cultural background which belongs to him and which is so specific. The learner is aware that his social being because of his future career is generated by the knowledge which allows to be graduated. To paraphrase Victor Hugo, I venture to say that each learner we teach is a subject, a social actor we gain. The knowledge is then marketed in the university chosen as an investigation field. The development of my research subject will take advantage from a great contribution of the social and cultural anthropology, the sociology of power and the pedagogy
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Books on the topic "Higher Education Authority"

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Collaborative learning: Higher education, interdependence, and the authority of knowledge. Baltimore: Johns Hopkins University Press, 1993.

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Collaborative learning: Higher education, interdependence, and the authority of knowledge. 2nd ed. Baltimore, Md: John Hopkins University Press, 1999.

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The creation of the local authority sector of higher education. London: Falmer Press, 1987.

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Authority, Higher Education. Planning for the HEA sector of Higher Education. Dublin: HEA, 1989.

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Sammons, Pam. Ethnic monitoring in further and higher education: An account of the ILEA's initiative. London: Further Education Unit, 1989.

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Shor, Ira. When students have power: Negotiating authority in a critical pedagogy. Chicago: University of Chicago Press, 1996.

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Eickelman, Dale F. Mass education, the new media and their implications for political and religious authority. Abu Dhabi, U.A.E: Emirates Center for Strategic Studies and Research, 1998.

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New York (State). Legislature. Senate. Committee on Finance. 2007-2008 joint budget hearing: Higher education. New York: New York State Legislature, 2007.

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Frearson, Michael. National occupational standards for higher education managers and administrators: A scoping project funded by the Qualifications and Curriculum Authority and Scottish Qualifications Authority. Sheffield: The Higher Education Training Organisation, 2000.

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Department of Education & Science. Primary conversion course commissioned by Lancashire Local Education Authority atEdge Hill College of Higher Education Faculty of In-Service studies: A report by HMI. Stanmore: Department of Education and Science, 1991.

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Book chapters on the topic "Higher Education Authority"

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Fonkem, Michael. "Power, Authority, and Relationships in Instructional Practice." In Perspectives in Transnational Higher Education, 99–115. Rotterdam: SensePublishers, 2016. http://dx.doi.org/10.1007/978-94-6300-420-6_6.

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Lind, Jonas Krog, Helge Hernes, Kirsi Pulkkinen, and Johan Söderlind. "External Research Funding and Authority Relations." In Reforms, Organizational Change and Performance in Higher Education, 145–80. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-11738-2_5.

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Herman, Lee. "Is the Authority in the Dialogue? A Memorandum." In Principles, Practices, and Creative Tensions in Progressive Higher Education, 93–109. Rotterdam: SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6300-884-6_5.

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Thurston, Alex. "The Aminu Kano College of Islamic and Legal Studies: A Site for the Renegotiation of Islamic Law and Authority in Kano, Nigeria." In Muslim Institutions of Higher Education in Postcolonial Africa, 247–64. New York: Palgrave Macmillan US, 2016. http://dx.doi.org/10.1057/9781137552310_16.

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Di Leo, Jeffrey R. "Authorial Prestige." In Corporate Humanities in Higher Education, 89–103. New York: Palgrave Macmillan US, 2013. http://dx.doi.org/10.1057/9781137361530_7.

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Maher, Michael J. "Homophobic Bullying in Catholic High Schools: Five US Studies in Heterosexism, Authority, Masculinity, and Religion." In Gender, Religion and Education in a Chaotic Postmodern World, 271–84. Dordrecht: Springer Netherlands, 2012. http://dx.doi.org/10.1007/978-94-007-5270-2_18.

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Dávila, Liv T., and Victoria Susberry. "Multimodal and Multilingual Co-authoring in High School Social Studies ESL Classrooms." In Multimodal Composing in K-16 ESL and EFL Education, 55–71. Singapore: Springer Singapore, 2021. http://dx.doi.org/10.1007/978-981-16-0530-7_4.

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Chang, Young-Hyun, Kyu-Jin Lee, Jae-Min An, and Dea-Woo Park. "A Study on the Education Program for Specialized High Schools on the Development of App Contents Based Authoring Tool." In Convergence and Hybrid Information Technology, 664–71. Berlin, Heidelberg: Springer Berlin Heidelberg, 2012. http://dx.doi.org/10.1007/978-3-642-32692-9_83.

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"Liquefi ed Authority." In Higher Education in Liquid Modernity, 71–90. Routledge, 2013. http://dx.doi.org/10.4324/9780203067727-11.

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"Authority." In The International Encyclopedia of Higher Education Systems and Institutions, 138. Dordrecht: Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_300065.

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Conference papers on the topic "Higher Education Authority"

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Roselina, Elsa, and Mia Fithriyah. "Information System of Clinical Authority Medical Staff: Patient Safety Referral Services." In 3rd International Conference on Vocational Higher Education (ICVHE 2018). Paris, France: Atlantis Press, 2020. http://dx.doi.org/10.2991/assehr.k.200331.158.

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Devereux, Aisling, and Markus Hofmann. "Factors that Influence Student Retention." In Fourth International Conference on Higher Education Advances. Valencia: Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8018.

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With the increase in enrolment figures from second level education to third level education over the last number of decades, non-progression rates continue to give cause for concern in certain levels and disciplines. It has been widely argued that in addition to increasing enrolment numbers, higher education must also be concerned with the success of these students. In both the Irish and the international sector, the negative consequences of non-progression has been highlighted, not just on a societal level, but also for the students themselves. It is crucial for first-year student experience to have a positive experience and be fully supported in achieving the goals of higher education. From researching several reports in the area of retention and in particular the reports published by the Irish Higher Education Authority and the National Forum for the Enhancement of Teaching and Learning in Higher Education in this area, it is clear that there is a need to analyse the data available and present the findings in a clear way to the key decision makers to allow for early intervention. This paper uses the different phases of the CRISP-DM methodology and applies data mining techniques and models to a real student dataset with the aim to predict the students that will progress. Keywords: Learning analytics; Data Mining; Higher Education; Retention.
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Roberts, John W. "The Nuclear Engineering Doctorate and NTEC CPD and Masters Programmes: Education, Training and Research for the Decommissioning Skillsbase." In ASME 2009 12th International Conference on Environmental Remediation and Radioactive Waste Management. ASMEDC, 2009. http://dx.doi.org/10.1115/icem2009-16395.

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Since its establishment in 2005 the Nuclear Decommissioning Authority (NDA) has a remit to maintain the skillsbase for safe, secure and cost effective decommissioning of the existing UK civil nuclear power plants and associated facilities. With an aging workforce and a competitive tender process for each project a number of new companies are realising the potential of the UK decommissioning market. The Nuclear Engineering Doctorate and NTEC Masters Programmes have been designed to provide the nuclear workforce of the future. The doctorate is a partnership between industry, a university partner and the research engineer with the benefit to industry that the research engineer is based with the industrial partner. Technical and management modules are studied at the university whilst the research project is carried out in the industrial environment. The Masters programme draws on the expertise of 11 Higher Education Institutes and offers over 20 modules that are delivered in a short-fat format either as stand alone CPD courses or, by taking further modules, a certificate, diploma or on completion of a research project an M.Sc. Modules are available that cover the technical aspects of decommissioning as well as management of the decommissioning process. The availability of modules in a Distance Learning format now enables students based around the world to benefit from this programme. This paper will describe the two programmes in detail and provide examples of current projects that are delivering the research and workforce required for a successful decommissioning programme.
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Yuuichi, Sugi, Kita Toshihiro, Yasunami Seisuke, and Nakano Hiroshi. "Web-based Rapid Authoring Tool for LMS Quiz Creation." In 2006 7th International Conference on Information Technology Based Higher Education and Training. IEEE, 2006. http://dx.doi.org/10.1109/ithet.2006.339676.

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Chunwijitra, Sila, Arjulie John Berena, Hitoshi Okada, and Haruki Ueno. "Authoring tool for video-based content on WebELS learning system to support higher education." In 2012 International Joint Conference on Computer Science and Software Engineering (JCSSE). IEEE, 2012. http://dx.doi.org/10.1109/jcsse.2012.6261972.

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Nishino, Hiroaki, Shinji Yamabiraki, Takuya Sueyoshi, Tomoaki Mukai, Tsuneo Kagawa, Kazuyuki Yoshida, and Kouichi Utsumiya. "An IEC-based Virtual Environment Authoring System for High School Education." In 2006 IEEE International Conference on Systems, Man and Cybernetics. IEEE, 2006. http://dx.doi.org/10.1109/icsmc.2006.384383.

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"AN AUTHORING TOOL FOR DEVELOPING HIGHLY INTERACTIVE DIGITAL BOOKS - The IntBooks Platform." In International Conference on Computer Supported Education. SciTePress - Science and and Technology Publications, 2009. http://dx.doi.org/10.5220/0001981003020307.

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Taghavi, Ray, and Saeed Farokhi. "Using Jet Engine Simulator in Propulsion Education." In ASME-JSME-KSME 2019 8th Joint Fluids Engineering Conference. American Society of Mechanical Engineers, 2019. http://dx.doi.org/10.1115/ajkfluids2019-4963.

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Abstract:
Abstract Undergraduate education in jet propulsion can benefit from a modern real-engine simulator. The traditional lecture/laboratory course in propulsion continues to emphasize fundamental aerothermodynamics and often includes a propulsion laboratory that tests small engines (e.g., micro-turbojet engines) mounted on a thrust stand. Modern engine simulators, as virtual test bench, offer new tools and capabilities that help students learn the fundamentals as well as jet engine response to dynamic throttle setting. Geared, high-bypass ratio, two-spool turbofan engines can be simulated in a virtual test bench from takeoff to cruise at different altitudes and Mach numbers. The simulator employs an electric start, a real FADEC (Full Authority Digital Electronic Control) system and system communication that is coupled to a real power lever. The tools that are embedded in the virtual test bench allows for various studies, including control systems, comparing open-loop and closed-loop control. The integration of a state-of-the-art engine simulator in the jet propulsion course at the University of Kansas, Aerospace Engineering shows enhanced student engagement and learning.
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Шпехт, Любовь Ивановна. "INFLUENCE OF POLITICAL PARTIES ON SOCIO-ECONOMIC DEVELOPMENT OF MUNICIPAL EDUCATIONS." In Сборник избранных статей по материалам научных конференций ГНИИ "Нацразвитие" (Санкт-Петербург, Июль 2021). Crossref, 2021. http://dx.doi.org/10.37539/july192.2021.37.56.009.

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В настоящее время в Российской Федерации все большее внимание уделяется социально-экономическому развитию территорий. В данной статье политические партии рассмотрены как один из ключевых инструментов социально-экономического развития территорий. В результате проведённого исследования автором сделан вывод о том, что авторитет политических партий оказывает влияние на социально-экономическое развитие муниципальных образований. Ярким примером данного влияния можно обозначить привлечение инвестиционных потоков на территории с высоким показателем узнаваемости партии. Currently, in the Russian Federation, more and more attention is paid to the socio-economic development of territories. In this article, political parties are considered as one of the key instruments for the socio-economic development of territories. As a result of the study, the author concluded that the authority of political parties influences the socio-economic development of municipalities. A striking example of this influence is the attraction of investment flows in a territory with a high level of party recognition.
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Osamnia, Mohamed, Arjulie John Berena, Sila Chunwijitra, Hitoshi Okada, and Haruki Ueno. "An automated authoring system by means of integrating e-Meeting and e-Learning to support higher education under the WebELS platform." In 2014 IEEE Conference on e-Learning, e-Management and e-Services (IC3e). IEEE, 2014. http://dx.doi.org/10.1109/ic3e.2014.7081245.

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Reports on the topic "Higher Education Authority"

1

Jokl, James, Jeffrey Schiller, David Wasley, Eric Norman, Neal McBurnett, and Shelley Henderson. X.509 Certification Authority Policy & Practices - Higher Education PKI-Lite - Version 4.7. Internet2, April 2005. http://dx.doi.org/10.26869/ti.69.1.

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