Journal articles: '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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Sulaksono, Sulaksono. "Regulation Authority toward Management and Conflict Resolution on Private Higher Education." IOSR Journal of Research & Method in Education (IOSRJRME) 07, no. 02 (February 2017): 80–85. http://dx.doi.org/10.9790/7388-0702038085.

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Di Battista, Silvia, Heather J. Smith, Chiara Berti, and Monica Pivetti. "Trustworthiness in Higher Education: The Role of Professor Benevolence and Competence." Social Sciences 10, no. 1 (January 12, 2021): 18. http://dx.doi.org/10.3390/socsci10010018.

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Trust is a fundamental element of educational success. However, compared to what we know about teachers’ perceptions of trust, relatively less is known about students’ perceptions of trust. This paper describes two experimental investigations that tested the effects of authority competence and benevolence on students’ perceptions of trust and their engagement. The investigations also explored whether university identification moderated the influence of authority competence and benevolence on assessments of authority trustworthiness and university engagement. As part of an online experiment administered in the Fall 2010 and the Spring 2011 academic terms, Italian (n = 211; Study 1) and U.S. (n = 226; Study 2) undergraduates were primed to identity or not identify with their university before they read one of four scenarios describing a professor’s behavior (i.e., competent and benevolent; competent but uncaring; incompetent but benevolent; incompetent and uncaring). Results showed that students from both Italy and the United States viewed a competent and caring professor as most trustworthy and an incompetent and uncaring professor as least trustworthy. Furthermore, in both countries, students trusted an incompetent and caring professor more compared to a competent and uncaring professor. University identification did not influence trustworthiness.

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Young, Robert. "Book Review: Collaborative Learning: Higher Education, Interdependence, and the Authority of Knowledge." Australian Journal of Education 38, no. 3 (November 1994): 300–301. http://dx.doi.org/10.1177/000494419403800308.

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Iryna Zvarych, Iryna Zvarych. "USA HIGHER EDUCATION REFORMING - EXPERIENCE FOR HIGHER LEARNING INSTITUTIONS OF UKRAINE." Visnyk Taras Shevchenko National University of Kyiv. Pedagogy, no. 2 (8) (2018): 21–24. http://dx.doi.org/10.17721/2415-3699.2018.8.05.

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The higher education reform in the USA is conditioned by certain processes of graduates’ competitiveness, market orientation, and the tendency to form a single educational space. Significant success has been achieved in the US Higher Education. The American higher education system integrated all the best with the education of other countries and thus influenced to the crisis overcoming in the country, partly contributed to solve the unemployment problem, poverty, improve the women situation, people with disabilities, representatives of national minorities. The history events, socio-economic transformations, aspiration to be a leader in the world market, influenced respectively to the development of state higher education. Through reforms in American society, education has become more open, diverse, versatile. It differs from European standards, characterized as democratic education, open to all interested persons. The most important achievement of American Education is the system of teachers’ assessment, which involves students, colleagues, the state authority, the administration of Higher Learning Institution. This article focuses on the brief history events of reforming the US education; the approaches to assessing the teachers’ professional activity; the attempt to compare these reproaches of both system of education: in Ukraine and in the USA.

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Sharma, PhD, Netra Prasad, and Kamal Kumar Poudel. "Levels of Behavior: Do we Really Test Higher Skills at Higher Levels?" World Journal of Educational Research 8, no. 1 (January 9, 2021): p94. http://dx.doi.org/10.22158/wjer.v8n1p94.

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Although opinions often vary regarding what makes higher education inherently different from lower levels of education, it is generally agreed upon the fact that, among other parameters, the former is virtually characterized by higher levels of cognitive behavior on the part of students. Employing the theoretical framework of Bloom and associates (1956) and the subsequent revisions of the framework, this paper examines four question papers meant for testing the achievements of students in two courses of study taught at the Graduate level in English education. Upon a careful examination of the question from the perspective of Bloom et al.’s taxonomies, the data reveal that the focus of assessment either lacks clarity or basically lies on measuring the lower-order skills, a fact that goes counter to the very general assumption of higher education. Drawing from the findings, it is recommended that the concerned authority should review the extant assessment practices in line with the advocacy of the nature of higher education.

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Sharma, PhD, Netra Prasad, and Kamal Kumar Poudel. "Levels of Behavior: Do we Really Test Higher Skills at Higher Levels?" World Journal of Educational Research 8, no. 1 (January 9, 2021): p94. http://dx.doi.org/10.22158/wjer.v8n1p94.

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Although opinions often vary regarding what makes higher education inherently different from lower levels of education, it is generally agreed upon the fact that, among other parameters, the former is virtually characterized by higher levels of cognitive behavior on the part of students. Employing the theoretical framework of Bloom and associates (1956) and the subsequent revisions of the framework, this paper examines four question papers meant for testing the achievements of students in two courses of study taught at the Graduate level in English education. Upon a careful examination of the question from the perspective of Bloom et al.’s taxonomies, the data reveal that the focus of assessment either lacks clarity or basically lies on measuring the lower-order skills, a fact that goes counter to the very general assumption of higher education. Drawing from the findings, it is recommended that the concerned authority should review the extant assessment practices in line with the advocacy of the nature of higher education.

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Kandiko Howson, Camille, and Alex Buckley. "Quantifying Learning: Measuring Student Outcomes in Higher Education in England." Politics and Governance 8, no. 2 (April 9, 2020): 6–14. http://dx.doi.org/10.17645/pag.v8i2.2564.

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Since 2014, the government in England has undertaken a programme of work to explore the measurement of learning gain in undergraduate education. This is part of a wider neoliberal agenda to create a market in higher education, with student outcomes featuring as a key construct of value for money. The Higher Education Funding Council for England (subsequently dismantled) invested £4 million in funding 13 pilot projects to develop and test instruments and methods for measuring learning gain, with approaches largely borrowed from the US. Whilst measures with validity in specific disciplinary or institutional contexts were developed, a robust single instrument or measure has failed to emerge. The attempt to quantify learning represented by this initiative should spark debate about the rationale for quantification—whether it is for accountability, measuring performance, assuring quality or for the enhancement of teaching, learning and the student experience. It also raises profound questions about who defines the purpose of higher education; and whether it is those inside or outside of the academy who have the authority to decide the key learning outcomes of higher education. This article argues that in focusing on the largely technical aspects of the quantification of learning, government-funded attempts in England to measure learning gain have overlooked fundamental questions about the aims and values of higher education. Moreover, this search for a measure of learning gain represents the attempt to use quantification to legitimize the authority to define quality and appropriate outcomes in higher education.

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Telep, Cody W. "The Impact of Higher Education on Police Officer Attitudes toward Abuse of Authority." Journal of Criminal Justice Education 22, no. 3 (September 2011): 392–419. http://dx.doi.org/10.1080/10511253.2010.519893.

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Erdem, Ufuk. "Compulsory history teaching throughout the historical process in higher education and political authority." Procedia - Social and Behavioral Sciences 9 (2010): 1074–78. http://dx.doi.org/10.1016/j.sbspro.2010.12.288.

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Schwarte, Adrienne R., and Mark J. O'Gorman. "Tennessee Valley Authority EnergyRight Solutions for Higher Education Intern Program at Maryville College." Sustainability: The Journal of Record 7, no. 1 (February 2014): 31–38. http://dx.doi.org/10.1089/sus.2014.9819.

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L. Anderson, Gordon. "The reaction against conventional knowledge in higher education." On the Horizon 22, no. 1 (February 4, 2014): 57–66. http://dx.doi.org/10.1108/oth-09-2013-0032.

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Purpose – Liberal education should consist of a healthy dynamic of mastering and transcending received traditions. This paper aims to discuss this point. Design/methodology/approach – This article discusses the inherent tension between the concepts of “liberal” and “education,” where “education” involves imparting conventional knowledge and “liberal” involves freeing the mind from it. Findings – With the rise of the social sciences and the maturation of the baby-boomers, higher education in the twentieth century gained a general bias against traditional knowledge. This bias is reflected in higher education becoming more jobs oriented, more ideological, and relativistic in values. Practical implications – Higher education should consist of greater integration of historical aspects of education pushed aside in the twentieth-century while continuing its transformation through new scientific research, making twenty-first century education more genuinely liberal. Originality/value – The required transformation will be difficult for many baby-boomers now in positions of authority in higher education who rejected conventional knowledge in the 1960s.

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Nanggala, Agil. "Citizenship Education as a Democracy Learning for Students in Higher Education." IJECA (International Journal of Education and Curriculum Application) 3, no. 1 (April 15, 2020): 69. http://dx.doi.org/10.31764/ijeca.v3i1.2067.

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Citizenship Education is a form of learning democracy both theoretically and practically because the scientific structure is very supportive in forming democratic and Pancasila students. This study uses a qualitative approach with the method of literature study because it is in the form of an analysis of the concepts and dynamics of Citizenship Education as learning democracy in college students. There are also the results of research, are as follows: 1) The implementation of learning democracy, through Citizenship Education is highly dependent on the curriculum of each college, 2)Contextual learning is very suitable in implementing democational learning through Citizenship Education because it has almost the same characteristics in the object of study learning, 3) As a democracy learning Citizenship Education has a strategic position in the national constitution and curriculum, although tertiary institutions have the authority in preparing their curriculum, the position of Education Citizenship as a compulsory subject is irreplaceable, 4) The importance of creating a democratic atmosphere so that learning objectives can be achieved effectively, because it is not only through an explanation of democratic material, conceptually and theoretically, but in practice, so the integrity of lecturers and students is needed.

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Jones, Veronica, Yughi Kim, and Wonsun Ryu. "Intersecting Roles of Authority and Marginalization." Journal of International Students 10, no. 2 (May 15, 2020): 483–500. http://dx.doi.org/10.32674/jis.v10i2.757.

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The higher education community often views international students through a homogenous lens. To challenge the cultural norms set by the dominant group, researchers need to explore how these norms affect international teaching assistants (ITAs). The following questions guided the current study: (a) How do ITAs construct intersecting identities of teacher and learner that reflect the presence of dominant cultural norms within a predominantly White institution? (b) What strategies do ITAs use to navigate cultural and linguistic power dynamics within a predominantly White institution as they seek to establish authority? We conducted a case study through an intersectionality framework. Findings revealed participants’ marginalization, authority, and strategies to overcome oppression. We offer recommendations about power dynamics that require increased institutional support.

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Schwartz, Mildred A. "From the Ordinary to Corruption in Higher Education." Journal of Management Inquiry 26, no. 3 (October 23, 2016): 270–79. http://dx.doi.org/10.1177/1056492616674828.

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Major environmental changes and recurring pressures have made universities in the United States that educate health care professionals vulnerable to corruption. Based on the experiences of one large, state-supported university, this essay argues that, in adapting to pressures, universities rely on the ordinary structures and processes characteristic of large formal organizations. Hierarchy becomes an opening to corruption when it is associated with low levels of transparency, a culture of deference that discourages questioning, and the absence of countervailing centers of authority. Where the need for resources is great and access is uncertain, these can become incentives to ensure access through corrupt means. Embeddedness opens opportunities for misconduct by fostering relations based on narrow loyalties. The ordinariness of the pathways to corruption in higher education can obscure timely recognition of misconduct even by members working in affected organizations. But, once recognized, it is also possible to find equally ordinary solutions.

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Litjens, Judith. "The Europeanisation of Higher Education in the Netherlands." European Educational Research Journal 4, no. 3 (September 2005): 208–18. http://dx.doi.org/10.2304/eerj.2005.4.3.5.

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This article examines the extent to which higher education policy in the Netherlands is becoming Europeanised. This issue is explored through the case of the Bologna Process and the impact of Bachelor-Master's (BAMA) Programmes on Dutch higher education policy. Changes in higher education, such as increasing competitiveness and decentralisation, have increased the need for new regulations on a European level. Although the European Union does not have much legal authority in the policy section in question, Europeanisation of higher education is becoming increasingly apparent. The Bologna Agreement, in particular, has been a major push for the integration of the European dimension in Dutch higher education policy. Besides giving a general literature overview of the policy development and implementation of the Bologna Agreement, this article discusses the effects of the Bologna Process on the Dutch Ministry of Education, the VSNU (Association of Dutch Universities) and Dutch higher education institutions. Some interesting insights are provided by interviews that were held with officials working in these sectors.

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Finnveden, Göran, Eva Friman, Anna Mogren, Henrietta Palmer, Per Sund, Göran Carstedt, Sofia Lundberg, Barbro Robertsson, Håkan Rodhe, and Linn Svärd. "Evaluation of integration of sustainable development in higher education in Sweden." International Journal of Sustainability in Higher Education 21, no. 4 (April 17, 2020): 685–98. http://dx.doi.org/10.1108/ijshe-09-2019-0287.

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Purpose Since 2006, higher education institutions (HEIs) in Sweden, should according to the Higher Education Act, promote sustainable development (SD). In 2016, the Swedish Government asked the Swedish higher education authority to evaluate how this study is proceeding. The authority chose to focus on education. This paper aims to produce a report on this evaluation. Design/methodology/approach All 47 HEIs in Sweden were asked to write a self-evaluation report based on certain evaluation criteria. A panel was appointed consisting of academics and representatives for students and working life. The panel wrote an evaluation of each HEI, a report on general findings and recommendations, and gave an overall judgement of each HEI in two classes as follows: the HEI has well-developed processes for integration of SD in education or the HEI needs to develop their processes. Findings Overall, a mixed picture developed. Most HEIs could give examples of programmes or courses where SD was integrated. However, less than half of the HEIs had overarching goals for integration of SD in education or had a systematic follow-up of these goals. Even fewer worked specifically with pedagogy and didactics, teaching and learning methods and environments, sustainability competences or other characters of education for SD. Overall, only 12 out of 47 got a higher judgement. Originality/value This is a unique study in which all HEIs in a country are evaluated. This provides unique possibilities for identifying success factors and barriers. The importance of the leadership of the HEIs became clear.

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Savino Carvalho, João Wilson, Elísio Machikane Tivane, and Aline Guimarães Barbosa. "A PRÁTICA DOCENTE NA EDUCAÇÃO SUPERIOR E O DESAFIO DA AUTORIDADE SEM AUTORITARISMO." Ensino em Re-Vista 23, no. 1 (December 15, 2016): 110–34. http://dx.doi.org/10.14393/er-v23n1a2016-6.

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Macheridis, Nikos. "Balancing authority and autonomy in higher education by implementing an agile project management approach." Tertiary Education and Management 24, no. 2 (November 10, 2017): 128–43. http://dx.doi.org/10.1080/13583883.2017.1400092.

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Hazelkorn, Ellen. "Reenvisioning Welsh Postcompulsory Education." International Higher Education, no. 92 (January 14, 2018): 22. http://dx.doi.org/10.6017/ihe.2018.92.10221.

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In 2015, the Welsh government commissioned a review of its postcompulsory education system. Recommendations included the creation of a single regulatory, oversight, and coordinating authority bringing together further, higher, and adult learning. By its swift endorsement of the report’s principles and recommendations, the Welsh government conspicuously diverged from the market–demand drivenapproach adopted by the UK government for England.

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Hazelkorn, Ellen. "Reenvisioning Welsh Postcompulsory Education." International Higher Education, no. 92 (January 14, 2018): 22–24. http://dx.doi.org/10.6017/ihe.2018.92.10284.

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In 2015, the Welsh government commissioned a review of its postcompulsory education system. Recommendations included the creation of a single regulatory, oversight, and coordinating authority bringing together further, higher, and adult learning. By its swift endorsement of the report’s principles and recommendations, the Welsh government conspicuously diverged from the market–demand drivenapproach adopted by the UK government for England.

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Simukanga, Stephen, and W. James Jacob. "Establishing a National Higher Education Accreditation Framework: Challenges and Opportunities in Zambia." Excellence in Higher Education 8 (January 17, 2019): 1–7. http://dx.doi.org/10.5195/ehe.2018.159.

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This paper addresses the context in which a national accreditation framework is being established in Zambia. It also outlines the role the Higher Education Authority plays in coordinating this national effort. This paper is informed by two primary data sources. The first is a review of current literature, policy documentation, and other publication outlets online. A second source examines optimal accreditation agency examples in-depth. Challenges and opportunities are discussed within the Zambian context, including recommendations on how to help overcome each challenge and capitalize opportunities.

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Høstaker, Roar, and Agnete Vabø. "Knowledge, society, higher education and the society of control." Learning and Teaching 1, no. 1 (March 1, 2008): 122–54. http://dx.doi.org/10.3167/175522708783113578.

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Research and higher education are, to a greater extent, being governed and evaluated by other than fellow scholars. These changes are discussed in relation to Gilles Deleuze's notion of a transition from 'societies of discipline' to what he called 'societies of control'. This involves a shift from pyramidshaped organisations, built upon authority, to a set of lateral controls and hybrid power structures. This theory and its logic are compared with other theories that have been used to explain such changes in higher education: New Public Management, new modes of knowledge production, academic capitalism, trust and the role of higher education in social reproduction. The development of lateral controls is analysed in relation to the de-coupling of the state as the guarantor of academic quality, the changing status of the academic disciplines and scientific employees, managerialism, the new modularised study programmes and the changing position of external stakeholders. The article, drawing on empirical studies from higher education in Norway, suggests possible affects of the change to 'societies of control' on research, teaching and learning in higher education.

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Jongbloed, Ben, Frans Kaiser, and Don F. Westerheijden. "Improving study success and diversity in Dutch higher education using performance agreements." Tertiary Education and Management 26, no. 3 (December 24, 2019): 329–43. http://dx.doi.org/10.1007/s11233-019-09055-8.

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AbstractMore and more governments have started to introduce elements of performance in the funding mechanisms for their higher education institutions. An example is a performance agreement: a contract signed between the funding authority and an individual higher education provider. In the Netherlands, a policy experiment involving performance agreements was concluded in 2016. We analyse whether the agreements actually have helped achieve the goals of improving student completion rates, educational quality and increasing the diversity in educational offerings. We present some indicators relating to these goals and discuss what can be learned from the performance agreements experiment in the Netherlands.

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Kasdi, Aminuddin. "EDUCATION IN ANCIENT INDONESIA CULTURE (700-1700)." Historia: Jurnal Pendidik dan Peneliti Sejarah 11, no. 1 (July 23, 2018): 19. http://dx.doi.org/10.17509/historia.v11i1.12130.

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Within 1359-1364, Hayam Wuruk did a quest monitoring Majapahit, either to the east side, or the west side. From the many objects he visited, in addition to visiting authorities and local villagers, he also visited religious sacred places. Prapanca, who worked as Dharmadyaksa ring Kasogatan was one of the higher authorities in the kingdom who followed him (Pigeaude, 1963, IV, 150-153). The king’s quest was also followed by many authorities, and they were certainly intellectual prominent figures in their era. The position of saptopapati, for instance, was occupied by those who were entitled to as pangei or sanget. The term was derived from the root words of (V pgat) meaning: putus (Jw) mastery (Van Naerssen, 1933: 239-258). Furthermore, the terms of pgat is also defined by Van Nseassen as notable (Naerssen, 1933: 239-258). Within various epigraphs, authority titled with pamget or samget was under the third position of kingdom higher authority: rakryan katrini, namely rakrayan kartini (three higher authority), rakrayan mamantri I Hino, Rakryan I halu, Rakryan I Siikan. Within Nagarakratagama, pupuh 68, the second syair noted :” … wanten bodda Mahayana pgat/rin tantra yogiswara … was an expert (Jw. Mumpuni) of Buddha mahyana’s lesson on Tantra and Yoga …” (Pigeadu, 1963: 52). The terms refer to educated people who have comprehensive and mastery knowledge, so that they can take a decision based on their expertise independently, either in the field of science or governmental problems. Accordingly, if they master their knowledge (Jw. Putusing ngilmu), they will have the authority to make decision towards a problem whenever they are needed. The question is: what kind of knowledge, how can they attain it, and where they learn it? In many sources it was known that one kind of education spread within the age was mandala. During his quest, Hayam Wuruk, for example visited mandala segara. The term mandaleng (mandala – ing) was also found in Serat Pararaton. This article focuses on studying education in ancient Indonesia.

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Gombert-Courvoisier, Sandrine, Vincent Sennès, and Francis Ribeyre. "An analysis of viewpoints on education for responsible consumption in higher education." International Journal of Sustainability in Higher Education 15, no. 3 (July 7, 2014): 259–69. http://dx.doi.org/10.1108/ijshe-12-2011-0080.

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Purpose – This paper aims to present the authors’ views on education for responsible consumption (ERC) in higher education, and deals with major components to be considered to educate students for responsible consumption. Design/methodology/approach – There are three components that seem relevant for ERC in higher education: taught courses should be closely linked with research being carried out into responsible consumption, ERC should focus on a global approach to reducing ecological impacts by changing consumption behaviour and the diversity of situations in terms of specific characteristics of local administrative areas and populations must be properly understood to adapt ERC messages and actions to significant local features. Findings – The diversity of modes of consumption and the complexity inherent in responsible consumption mean that the issue of ERC has to be considered from a global, cross-disciplinary and interdisciplinary perspective. In the educational context, the wide variety of students, although creating some difficulties in terms of teaching, is nevertheless a positive factor, as it provides a cultural mix and encourages the appropriation of responsible consumption issues by all. Regarding the effectiveness of this type of ERC in achieving the expected outcome of reducing ecological impacts, assessment tools have to be introduced from student level to the level of the local authority as a whole. Originality/value – To reinforce these concepts and recommendations, this article highlights the master’s degree in “Human ecology: environmental challenges of the activities of production and consumption” (University of Bordeaux, France). This course is the only one in France to cover the issues involved in responsible consumption using a cross-disciplinary approach.

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Peterson, Helen. "A Women-Only Leadership Development Program: Facilitating Access to Authority for Women in Swedish Higher Education?" Social Sciences 8, no. 5 (May 2, 2019): 137. http://dx.doi.org/10.3390/socsci8050137.

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This article explores a national women-only leadership development program in Swedish higher education, the so-called IDAS program (an acronym for Identity, Development, Advancement, Support). IDAS encouraged and supported women academics to pursue leadership/administrative careers in higher education and was a unique intervention, aiming to increase the number of women Rectors. By drawing on interviews with some of the women who participated in the IDAS program and subsequently became Rectors, the article provides a valuable case study over best practices to increase women senior leaders in higher education. Notwithstanding the success of the leadership program, the article also deals with resistance and criticism linked to equal opportunity initiatives such as this. The article analyzes the criticism voiced by the women interviewed and suggests that it can be understood in relation to different conceptions of gender and gender (in)equality.

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Hasanah, Alfiah, FNU Cupian, Eko Fajar Cahyono, and Lina Nugraha Rani. "THE POTENTIAL FOR INTER-INSTITUTIONAL COOPERATION FOR SHARIA ACTUARY NON-CERTIFICATION PROGRAMS FOR SHARIA INSURANCE IN INDONESIA." Airlangga International Journal of Islamic Economics and Finance 1, no. 2 (July 21, 2020): 93. http://dx.doi.org/10.20473/aijief.v1i2.20797.

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This study aims to explore the potential model of collaboration among institutions such as the Financial Services Authority (OJK) as regulators, higher education institutions, general higher education institutions and religious higher education, sharia insurance industry associations, actuary professional associations and sharia insurance companies to carry out non-sharia certification of the sharia actuary profession. This study uses descriptive qualitative approach and literature study method. The results of the study recommend that certification programs that span sharia actuaries require several institutional roles includingFinancial Services Authority (OJK), National Sharia Council (DSN), Indonesian Ulema Council (MUI), Indonesian Syariah Insurance Association (AASI) and Indonesian Actuary Association (PAI). Each agency has their respective duties and functions such as regulators, prospective actuary providers, distance education providers, certification providers, and material providers.

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Amary Kumang, Chit’Jna, and Eeng Ahman. "A CONTENT ANALYSIS: THE VISION STATEMENTS OF HIGHER EDUCATION INSTITUTIONS IN INDONESIA." Dinasti International Journal of Education Management And Social Science 1, no. 3 (February 19, 2020): 360–67. http://dx.doi.org/10.31933/dijemss.v1i3.167.

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This research is to find out the strategic plan of higher education institutions in Indonesia by analyzing the vision statements of the top 50 higher education institutions in Indonesia according to the Webometrics version in 2018. All vision statements were accessed through the official site of the higher education institutions and then the content analysis, segmentation based on the types of responsible authority (public-private) and the region (Java Island –outside Java Island) were conducted. The analysis of this study was conducted using Voyant Tools, a web-based application for conducting text analysis. The finding of this study was that there were 11 similar keywords used by nearly all higher education institutions. The visions made by the higher education institutions in Indonesia tend to expect quality improvement by targeting a better rank in the national and international scale education level and being future-oriented. It can be seen that 36% of the higher education institutions specifically make several targets in a particular period.

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Kazonga, Eustarckio. "Implications of Policy and Legal Frameworks on Higher Education in Zambia." Excellence in Higher Education 8 (January 17, 2019): 8–13. http://dx.doi.org/10.5195/ehe.2018.157.

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Policy and legal frameworks are enablers for the delivery of appropriate higher education (HE) in a country. Zambia is currently implementing reforms in the HE sub-sector within the context of the policy and legal frameworks. These frameworks have implications on the provision of HE. The objectives of the paper are to: identify the policy and legal frameworks for the HE sub-sector; and determine the implications of these frameworks on HE. A document analysis method was used for the study in order to determine the relevant policy and legal frameworks on HE. In particular, the analysis used qualitative data purposively collected from the following documents: (1) Educating Our Future: National Policy on Education of 1996; (2) Technical Education, Vocational and Entrepreneurship Training Policy of 1996; (3) Higher Education Act No. 4 of 2013 and Zambia Qualifications Authority Act No. 13 of 2011; (5) Higher Education Loans and Scholarships Act No. 31 of 2016; (6) Technical Education, Vocational and Entrepreneurship Training (TEVET) Act No. 13 of 1998 as amended by the TEVET Act No. 11 of 2005; and (7) selected Government Gazette notices. The study findings are that the higher education policy and legal frameworks implications are liberalization, quality assurance, appropriate responses to the national needs, flexibility in training programs, financing, partnerships, accountability, and relevance of training programs offered. The paper concludes that there are multiple policy and legal frameworks implications on HE in Zambia but key among these are registration and accreditation of learning programs, and development of quality assurance systems to address the multitude of the twenty-first century challenges and demands of excellence in HE.

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Shrestha, Bhawana. "Emotional intelligence in higher education: Perspectives of Nepalese college students." Westcliff International Journal of Applied Research 2, no. 1 (April 1, 2018): 77–89. http://dx.doi.org/10.47670/wuwijar201821bsh.

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This paper explores the perspective of college students regarding emotional intelligence in higher education. A great number of changes in the education system globally has developed new expectations for teachers. These days, teachers are not just the authority in a classroom but a mentor. Thus, emotions play a significant role in the teaching and learning process. This paper argues that mastery in subject matter does not make the best teacher in the eyes of students, rather emotional intelligence does. Emotional intelligence is neither the opposite of intelligence nor just the battle between mind and heart but it is the unique intersection of both. Quantitative research was done with 201 college students from different educational backgrounds. The data was analyzed with the theoretical modality influenced by Daniel Goleman's ‘Emotional Intelligence' method. The first part of the research explores what aspects of teacher’s students associate with being the best, and the second portion explores what behaviors the students want in their teachers in general. This research helps to identify emotional intelligence, a new domain introduced in the teaching and learning process, as significant, even from the student's perspective. Keywords: Emotional Intelligence, higher education, teaching-learning, perspectives

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Mills, Janet, and Jan Smith. "Teachers' beliefs about effective instrumental teaching in schools and higher education." British Journal of Music Education 20, no. 1 (March 2003): 5–27. http://dx.doi.org/10.1017/s0265051702005260.

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What makes instrumental teaching, including vocal teaching, effective? And is this the same in schools and in higher education (HE), including conservatoires? We asked 134 local education authority (LEA) instrumental teachers to state what they believe makes good teaching in schools and in HE, and to list the strengths and weaknesses of the teaching that they recall receiving as students. We found that many teachers believe that good teaching in schools differs from good teaching in HE. There are differences in the beliefs held by teachers with and without qualified teacher status (QTS), and also in those of men and women. Many teachers report that their teaching is influenced by the ways that they were taught, and the ‘peak’ lessons that teachers received often appear particularly influential. We explain the steps we have taken to enable LEAs to apply the findings when planning professional development for their teachers, and suggest further applications.

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Altbach, Philip, and Hans De Wit. "The Closing of China? Possible Implications for Universities Worldwide." International Higher Education, no. 93 (March 29, 2018): 24–25. http://dx.doi.org/10.6017/ihe.0.93.10421.

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Experts have noted that president Xi has amassed the most power since MaoZedong, and seeks long-term authority to carry out his policies. This article examines the possible impacts on higher education -- especially the internationalization of higher education -- in China and beyond.

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Altbach, Philip, and Hans De Wit. "The Closing of China? Possible Implications for Universities Worldwide." International Higher Education 2, no. 93 (March 29, 2018): 24. http://dx.doi.org/10.6017/ihe.2018.93.10376.

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Experts have noted that president Xi has amassed the most power since MaoZedong, and seeks long-term authority to carry out his policies. This article examines the possible impacts on higher education -- especially the internationalization of higher education -- in China and beyond.

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Deterding, Nicole M., and David S. Pedulla. "Educational Authority in the ‘‘Open Door’’ Marketplace." Sociology of Education 89, no. 3 (June 22, 2016): 155–70. http://dx.doi.org/10.1177/0038040716652455.

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In recent years, private for-profit education has been the fastest growing segment of the U.S. postsecondary system. Traditional hiring models suggest that employers clearly and efficiently evaluate college credentials, but this changing institutional landscape raises an important question: How do employers assess credentials from emerging institutions? Building on theories of educational authority, we hypothesize that employers respond to an associate’s degree itself over the institution from which it came. Using data from a field experiment that sent applications to administrative job openings in three major labor markets, we found that employers responded similarly to applicants listing a degree from a fictional college and applicants listing a local for-profit or nonprofit institution. There is some evidence that educational authority is incomplete, but employers who prefer degree-holders do not appear to actively evaluate institutional quality. We conclude by discussing implications of our work for research on school to labor market links within the changing higher education marketplace.

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Zondo, Robert Walter Dumisani. "EXPLORING ENTREPRENEURSHIP EDUCATION IN THE PRIVATE HIGHER EDUCATION INSTITUTIONS (HEIs) IN SOUTH AFRICA (SA)." CBU International Conference Proceedings 5 (September 23, 2017): 516–20. http://dx.doi.org/10.12955/cbup.v5.977.

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The role of educators in education is indispensable. Hence, students continuously search for a business education that can equip them with the necessary entrepreneurial knowledge and skills to succeed in running businesses. Consequently, this study evaluates the perception of Academic Managers in the private Higher Education Institutions (HEI) of South Africa (SA) on the significance of entrepreneurship education. It explores the reasons for offering such an education in the private HEIs in SA. There were 78 private Higher Education Institutions (HEIs) in SA that were identified for participation in this study. These institutions are registered in terms section 54 (1) (c) of the South African Act (SAQA, 2012). For the study to achieve its objectives, the South African Qualification Authority (SAQA) provided a sample frame of all the private HEIs in SA. From the 78 HEIs identified, 22 offered the pastoral courses and were excluded from the study. As a result, a target population of 56 HEIs participated in the study. This research has two objectives. That is, examining the perception of Academic Managers on entrepreneurship education, and the reasons for offering such education in the private HEIs in SA. This study uncovers the need for entrepreneurship education in private HEIs of SA. The results present the value of entrepreneurship education as a practice that develops students into cross functional innovative thinkers. It provides valuable data relating to the significance of entrepreneurship education for developing students into business minded individuals.

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Nellitawati, Nellitawati, and Yektri Yurmanita. "Hubungan komunikasi interpersonal dengan kepuasan kerja pegawai di dinas pendidikan." Jurnal EDUCATIO: Jurnal Pendidikan Indonesia 5, no. 1 (June 30, 2019): 35. http://dx.doi.org/10.29210/120192329.

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This study aims to see, 1) interpersonal communication in the Padang Education Authority, 2) job satisfaction in the Padang Education Authority, and 3) the relationship of interpersonal communication and job satisfaction of employees in the Padang Education Authority. The population of this study was 103 employees of the Padang City Education Office. The sample chosen was 53 employees determined based on proportional random sampling. Data collection is a questionnaire arranged in the form of a Likert scale. To test the relationship between two variables, we use the Product-moment correlation formula. The results showed that 1) job satisfaction in the Padang City Education Office was in the high category with a percentage of 73.93%. 2) Employee interpersonal communication in Padang City Education Office is in a good category with a percentage of 69.6%, and 3) there is a relationship between interpersonal communication and job satisfaction from gain of correlation tests with r count greater than r table at 2.575> 0.279 significant level 5% at 95% confidence level. Thus, it can be concluded that interpersonal communication has a meaningful relationship with job satisfaction in the Padang education authority. This means that the better the interpersonal communication, the higher the job satisfaction of employees in the Padang education authority and vice versa.

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Harrison, Neil. "Modelling the demand for higher education by local authority area in England using academic, economic and social data." British Educational Research Journal 39, no. 5 (October 22, 2012): 793–816. http://dx.doi.org/10.1002/berj.3000.

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Andrews, Rodney J., and Kevin M. Stange. "Price Regulation, Price Discrimination, and Equality of Opportunity in Higher Education: Evidence from Texas." American Economic Journal: Economic Policy 11, no. 4 (November 1, 2019): 31–65. http://dx.doi.org/10.1257/pol.20170306.

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We assess the importance of price regulation and price discrimination to low-income students’ access to opportunities in public higher education. In 2003, Texas shifted tuition-setting authority away from the state legislature to public universities themselves. In response, most institutions raised sticker prices and many began charging more for high-earning majors, such as business and engineering. We find that poor students actually shifted toward higher earning programs following deregulation, relative to non-poor students. Deregulation facilitated more price discrimination through increased grant aid and enabled supply-side enhancements, which may have partially shielded poor students from higher sticker prices. (JEL D63, H75, I22, I23, I24, I28, I32)

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Hitam, Mizan, Sabariah Mahat, and Rajasegaran K. "The tacit knowledge dimension for knowledge management in higher education organizations." Social and Management Research Journal 5, no. 1 (June 2, 2008): 9. http://dx.doi.org/10.24191/smrj.v5i1.5142.

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Knowledge is the icon of the new economy. It is now touted as the most likely source of competitive advantage. Therefore, knowledge management (KM) is seen as an innovation with the potential to affect the whole of an organizations business. Being in the knowledge business, higher education organizations (HEOs) are not an exception to this imperative more so when there is a long history of HEOs successfully adopting management philosophies from the business world. However, KM in HEOs has not caught the attention of mainstream KM researchers and this qualitative study was an attempt to fulfill this research niche. The purpose ofthis paper is to explore the nature of knowledge to be incorporated in the knowledge base of HEOs, A major mode of data collection in this study was through face-to face interviews. Twenty lecturers were interviewed. The results demonstrate that the nature of explicit knowledge in HEOs relates to the organization, the people in authority, the various offices, bursary, library, faculties, staff portal, student portal, and other relevant information. Tacit knowledge is concerned with issues and mailers relating to students, lecturers' beliefs towards teaching, interacting with members in the organization and managing organizational constraints.

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Geng, Yuqing, and Yan Yan. "Higher education and science popularization: Can they achieve coordinated growth?" PLOS ONE 16, no. 9 (September 7, 2021): e0256612. http://dx.doi.org/10.1371/journal.pone.0256612.

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This study aims to explore whether higher education and science popularization can achieve coordinated growth with temporal and spatial characteristics. Selecting the provincial regions of the Yangtze River Economic Belt in China as cases with data from the national statistics administrations (such as China Statistical Yearbook), this study uses entropy weight analysis, TOPSIS, GM(1,1) gray prediction methods and coupling coordination degree model to evaluate the coordinated growth status. The key findings are: (1) the annual budget per student, and the number of science and technology museums affect both systems more obviously; (2) the overall performances of science popularization fluctuate more obviously than those of higher education; (3) the coordinated growth performances of the two systems in most regions remain mild fluctuations and keep relatively stable coordinated status, however, temporal and spatial variation tendencies do exist among regions. Therefore, corresponding countermeasures should be implemented: generally, national authority needs to involve in coordination activities among regions; the regions with satisfactory coordinated growth performances need more creative approaches to maintain the coordinated growth interactions; the regions at the transitioning status need to prevent the grade decline and upgrade the performances; the regions with lagging performances need to stop the decline and reduce the gaps with others. The novelties include analyzing the coordinated growth interaction mechanism between the two, selecting indices to assess the abstract interaction mechanism precisely, proposing suggestions based on temporal and spatial comparisons of the coordinated growth performances, etc.

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Journal articles on the topic 'Higher Education Authority'

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