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Relevant bibliographies by topics / Higher education in Liberia

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Academic literature on the topic 'Higher education in Liberia'

Author: Grafiati

Published: 4 June 2021

Last updated: 1 February 2022

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Journal articles on the topic "Higher education in Liberia"

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Romero, Mauricio, Justin Sandefur, and Wayne Aaron Sandholtz. "Outsourcing Education: Experimental Evidence from Liberia." American Economic Review 110, no. 2 (2020): 364–400. http://dx.doi.org/10.1257/aer.20181478.

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In 2016, the Liberian government delegated management of 93 randomly selected public schools to private providers. Providers received US$50 per pupil, on top of US$50 per pupil annual expenditure in control schools. After one academic year, students in outsourced schools scored 0.18 σ higher in English and mathematics. We do not find heterogeneity in learning gains or enrollment by student characteristics, but there is significant heterogeneity across providers. While outsourcing appears to be a cost-effective way to use new resources to improve test scores, some providers engaged in unforeseen and potentially harmful behavior, complicating any assessment of welfare gains. (JEL H41, I21, I28, O15)

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Yamada, Aki. "Japanese Higher Education." Journal of Comparative & International Higher Education 13, no. 1 (2021): 44–65. http://dx.doi.org/10.32674/jcihe.v13i1.1980.

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In today’s information-driven society, the Japanese government envisions the next societal revolution as “Society 5.0,” where advanced technologies and service platforms integrate with and empower individuals in a human-based society. While Science, Technology, Engineering, and Mathematics (STEM) education has traditionally focused on technical skills and knowledge in isolation, this paper will look at the potential role and benefits of incorporating liberal arts education into these technical studies. This concept of integrating the liberal arts into STEM education is known as STEAM. The purpose of the study is to create a foundation for clarifying the role of interdisciplinary education in overcoming the vertical division of academic disciplines and restoring the “integrated nature” of scholarship. This study seeks to show how the humanities, social sciences, and arts can be used to enhance STEM education, and, furthermore, how this STEAM approach to education is key to enabling Japan’s vision for Society 5.0.

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NIWA, Takeo. "The True Liberal Education in Higher Education." Journal of JSEE 53, no. 3 (2005): 96–100. http://dx.doi.org/10.4307/jsee.53.3_96.

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Lyngstad, Rolv. "Internationalizing Higher Education." Journal of Comparative Social Work 2, no. 1 (2007): 17–25. http://dx.doi.org/10.31265/jcsw.v2i1.29.

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Why are institutions of higher education interested in internationalization? The question was asked at a faculty meeting in our university college. A variety of arguments and opinions were expressed. Many “when”, “what”, “how”, “who” and “why” questions were asked. Some arguments were normative and altruistic emphasizing the need of helping to develop countries in improving their educational system, others took a more ideological stand explaining internationalization within a neo-liberal and globalized frame, and some arguments emphasized the importance of a comparative approach to improve the quality of national education.

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Giroux, Henry A. "Selling Out Higher Education." Policy Futures in Education 1, no. 1 (2003): 179–200. http://dx.doi.org/10.2304/pfie.2003.1.1.6.

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The expansion of neo-liberal capitalism globally suggests an especially dangerous turn at the current historical moment, one that threatens both the substance of democracy as fundamental to the most basic freedom and civil liberties, and the very meaning of higher education. As the power of nation states and civil society to impose or make corporate power accountable is reduced, politics as an expression of democratic struggle is deflated and ethical responsibility appears irrelevant. As neo-liberal capitalism substitutes market relations for the rule of justice and law, it becomes more difficult for educators, students, and citizens to address pressing social and moral issues in systemic and political terms. This article addresses the fundamental shift in society regarding how we think about the relationship between corporate culture, higher education, and democracy. Specifically, it argues that one of the most important indications of such a change can be seen in the ways in which we are currently being asked to rethink the role of higher education. Underlying this analysis is the assumption that the struggle to reclaim higher education must be seen as part of a broader battle over the defense of public goods, and that at the heart of such a struggle is the need to challenge the ever-growing discourse and influence of neo-liberalism, corporate power, and corporate politics. The article concludes by offering some suggestions as to what educators can do to reassert the primacy of higher education as an essential sphere for expanding and deepening the processes of democracy and civil society.

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Guerra, Marc D. "The Place of Liberal Education in Contemporary Higher Education." Society 50, no. 3 (2013): 251–56. http://dx.doi.org/10.1007/s12115-013-9652-2.

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Nguyen, Thi Kim Quy. "Globalization and Higher Education in Vietnam." Journal of Interdisciplinary Studies 23, no. 1 (2011): 117–36. http://dx.doi.org/10.5840/jis2011231/27.

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With the triumph of the current neo-liberal discourse, many university leaders worldwide have embraced an entrepreneurial model as the answer for change, turning the university from a public good into a commodity. Vietnam, a developing country in Southeast Asia, has become an active participant in this trend. This essay explores how neo-liberal discourse has shaped higher education in both developed and developing countries, with a focus on Vietnam. The expansion in Vietnam of private universities, the introduction of tuition fees, and the corporatization of higher education are all developments associated with trends toward marketization. Given the pervasiveness of globalization and the neo-liberal agenda, serious consequences will follow if the traditional role of the university is sacrificed to the invisible hand of the market. This is confirmed by ongoing trends and outcomes of university reform agendas in different parts of the world, including Vietnam. There is a need to recover the idea of the university as a public good, focusing on academic freedom, autonomy, and human development

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Hartman, Tova, and Chaim Zicherman. "HIGHER EDUCATION FOR HAREDIM IN ISRAEL." Journal of Law and Religion 34, no. 3 (2019): 273–83. http://dx.doi.org/10.1017/jlr.2019.37.

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AbstractOver the past two decades a number of Israeli institutions of higher education have opened gender-segregated programs for the ultra-Orthodox, or haredim. The growth of these programs has generated an intense debate in Israel, reflected throughout Israeli media and in several appeals to Israel's Supreme Court. The issues raised concerning gender-segregated higher education reflect an overarching inquiry that is of great interest to multicultural theoreticians: the relationship of liberal democracies to their illiberal minorities. Multicultural theoreticians agree that healthy democracies must tolerate some illiberal practices while acknowledging that not every illiberal practice can be tolerated. In the case at hand, the essay addresses the question: can a liberal democracy tolerate gender-segregated higher education? Using work by Charles Taylor, Michael Walzer, Kwame Anthony Appiah, John Inazu, and others, the essay reviews the arguments for and against gender segregation in higher education for Israeli haredim. The essay explores the limits of toleration of illiberal cultures within liberal democratic societies and finds crucial the right to exit such a culture—a right whose viability is dependent upon adequate education. The essay concludes by discussing the multiculturalism organization development model and what has been termed the manyness and messiness of multiculturalism.

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SMITHERS, LAURA ELIZABETH. "4. Liberal Education and the Capitalocene in American Higher Education." Philosophy and Theory in Higher Education 1, no. 1 (2019): 85–103. http://dx.doi.org/10.3726/ptihe.2019.01.05.

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Data-driven control is remaking American higher education as the Capitalocene is remaking environment around us. In higher education, how might we orientate the queer potential of liberal education to produce the conditions of possibility of an Earth beyond the Capitalocene and data-driven control, an Earth that produces expansive notions of student success and racially just futures? I take up this inquiry in three sections. First, I establish relations between the orientation of the Capitalocene and the apparatus of data-driven control to develop a critical new materialisms analytic. I then diffract the practices of a student success initiative at a west coast university through this analytic. I end with an exploration of the potential of liberal education, as understood to queer the surface between the determinate and the indeterminate, to create the conditions of anti-instrumentalist, anti-racist change.

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Graves, William H. "Personal computing and liberal education: A higher-education case study." Education and Computing 2, no. 3 (1986): 215–22. http://dx.doi.org/10.1016/s0167-9287(86)91554-2.

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Dissertations / Theses on the topic "Higher education in Liberia"

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Manyango, Wilfred M. "Theological Higher Education in Liberia: a Case Study of the Liberia Baptist Theological Seminary." Thesis, University of North Texas, 2012. https://digital.library.unt.edu/ark:/67531/metadc115115/.

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The Liberia Baptist Theological Seminary (LBTS), opened on March 4, 1976, exists to train men and women for Christian ministry. It offers four-year degree programs leading to bachelor of arts in theology, bachelor of arts in religious education, and bachelor of divinity. Three major periods characterized its growth and development. the first, from 1976 to 1989, was a period of growth and prosperity. the second, from 1990-2003, was a time of immense challenge for the seminary because of the Liberian Civil War. the final period, from 2003 to the present, shows the seminary attempting to re-position itself for the future as a premier Christian higher education institution in Liberia. One of the challenges remaining, however, is the lack of historical documentation on factors impacting the growth of the seminary. This historical case study research sought to provide a comprehensive overview of the LBTS within the context of theological higher education in Liberia and the Liberian Civil War. the four major purposes guiding this research were: 1. Historical—to document and evaluate the rise, survival, developments and achievements of LBTS; 2. Institutional—to gain insight into how the seminary operates; 3. to document the effects of the 13-year civil war on the seminary; and 4. to identify the perceived challenges and needs of the seminary. Study participants included administrators, faculty, staff, students, graduates, and trustees, both past and present. Data were gathered through semi-structured interviews and document analysis. with thorough analysis of all data, seven major themes surfaced: 1.The lack of funding and qualified national faculty; 2.The relationship between missionaries and nationals; 3. the need for partnership development nationally and internationally; 4. the strong impact of the civil war on the seminary; 5. Realignment of seminary mission; and 6. the need for Bible training center and seminary perseverance during the war. As the seminary positions itself for the future, it continues to experience need in the areas of financial and educational resources, Internet technology, and the acquisition of qualified national faculty.

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Forh, Edward S. "Stakeholders' Roles in Prioritizing Technical Vocational Education and Training in Postconflict Liberia." Thesis, Walden University, 2014. http://pqdtopen.proquest.com/#viewpdf?dispub=3665850.

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<p> Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human capital theory and concepts of motivation and achievement. Fourteen participants were purposefully selected for the study. Data were collected from interviews, focus group discussion, and documents and analyzed using constant comparison. Results indicated that increasing human capital, restoring self-esteem, encouraging civic participation, and building peace were among the community members' motivations for establishing a skills training institution. Leadership, advocacy, and ownership were major roles community stakeholders played in establishing their local skill training institution; voluntarism and collaboration were found to be strategies for support to the local TVET initiatives. Findings have positive social change implications for facilitating community-initiated TVET programs for youth employment as well as informing TVET policies in countries transitioning from conflict to development.</p>

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Forh, Edward S. "Stakeholders' Roles in Prioritizing Technical and Vocational Education and Training in PostConflict Liberia." ScholarWorks, 2011. https://scholarworks.waldenu.edu/dissertations/1178.

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Postconflict governments and counterparts have collaborated to provide skills training to communities as a critical postconflict development strategy. In these undertakings, the role of community members remains largely undefined. The purpose of this qualitative descriptive case study was to understand the perceptions held by rural community members regarding the role they played in influencing government's policy priority for technical and vocational education and training (TVET) as a local human development strategy in postconflict Liberia. The conceptual framework was based on human capital theory and concepts of motivation and achievement. Fourteen participants were purposefully selected for the study. Data were collected from interviews, focus group discussion, and documents and analyzed using constant comparison. Results indicated that increasing human capital, restoring self-esteem, encouraging civic participation, and building peace were among the community members' motivations for establishing a skills training institution. Leadership, advocacy, and ownership were major roles community stakeholders played in establishing their local skill training institution; voluntarism and collaboration were found to be strategies for support to the local TVET initiatives. Findings have positive social change implications for facilitating community-initiated TVET programs for youth employment as well as informing TVET policies in countries transitioning from conflict to development.

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Williams, Sy Jobila Y. "Social Organization Analysis of the Role of Academic Advising: A Case Study at the University of Liberia." W&M ScholarWorks, 2013. https://scholarworks.wm.edu/etd/1539618710.

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Positive educational experiences deliberately sought through advising can lead to increased academic success, improved college experiences, and long-term benefits as graduates become contributing citizens in society. However, much of the research on the role of and advantages related to academic advising has been limited to American colleges and universities. This ethnographic case study conducted at the University of Liberia examined the organizational role of advising from student, faculty, and staff perspectives, and explored the culture, college experiences, and academic progression of students prior to and after the establishment of the Student Academic Advisement and Career Counseling Center particularly among freshmen and seniors. The purpose of this study was to identify the role of advising services in a Liberian higher education setting, to understand the relationships between social organization and advising interactions, and to explore applications of advising approaches in non-Western cultural contexts. Nine faculty, 10 staff, and 20 student participants were interviewed.;The findings suggest that postwar challenges in Liberian higher education and the University of Liberia's shifting perspective on student-centeredness have been the primary elements that have shaped the barriers and opportunities found in the role of advising and college student experience. Implications of this study have expanded our knowledge of academic advising in a non-Western, postwar culture, and highlighted the significance of applying social organization analysis and metaphor to understand complex structures and processes involved in higher education advising processes. as Liberia and other similar developing countries look for ways to improve educational experiences, inspire social consciousness, contribute to national development and workforce needs, address remediation and rehabilitation concerns, enhance student persistence and retention, and improve academic success, academic advising could be a key solution in the process.;Keywords: academic advising, social organization, West Africa.

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Jiang, Youguo. "Current Thinking and Liberal Arts Education in China." Thesis, Boston College, 2013. http://hdl.handle.net/2345/bc-ir:104094.

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Thesis advisor: Philip G. Altbach<br>Liberal arts education is an emerging phenomenon in China. However, under the pressure of exam-oriented education, memorization, and lecture pedagogy, faculty, university administrators and policy makers have not embraced it whole-heartedly. Through qualitative methodology, this study explores the current thinking of Chinese policy makers, university administrators, and faculty members on liberal arts education and its challenges. A study of the perceptions of 96 Chinese government and university administrators and faculty members regarding liberal arts education through document analysis and interviews at three universities helps in comprehending the process of an initiative in educational policy in contemporary Chinese universities. This research analyzes Chinese policy making at the institutional and national levels on curriculum reform with particular emphasis on the role of education in shaping well-rounded global citizens, and it examines how the revival of liberal arts education in China would produce college graduates with the creativity, critical thinking, moral reasoning, innovation and cognitive complexity needed for social advancement and personal integration in a global context. This research also found that the revival of interest in liberal arts education in China demonstrated that government and universities have begun to realize that the current curricula, professional training, and narrowly specialized education fail to help students to be competent in a globalized economy, and liberal arts is valued in China, and will be more effective as politics, economy and society more developed<br>Thesis (PhD) — Boston College, 2013<br>Submitted to: Boston College. Lynch School of Education<br>Discipline: Educational Leadership and Higher Education

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Wright, David W. "Student Leadership Development| How Do Liberal Arts Colleges Enhance Socially Responsible Leadership?" Thesis, The George Washington University, 2013. http://pqdtopen.proquest.com/#viewpdf?dispub=3557574.

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<p> Student leadership development is a key initiative at many colleges and universities in the United States today. Many of the liberal arts institutions in America have leadership development of their student population as one of the fundamental elements of their educational objectives (Astin, 1997; Durden, 2001; Rothblatt, 2003). This study utilized a qualitative, multiple-case study design to explore how two liberal arts institutions developed socially responsible leaders within their student population. An expert-driven, purposeful sampling strategy was utilized for this study. Using an interview and focus group protocol that was framed by the Social Change Model of Leadership (SCM), the researcher also used a documentation review to collect data. The findings were reported as two individual case studies, followed by a cross-case analysis looking for areas of convergence and divergence between the institutions. The SCM was an effective theoretical framework to determine how these liberal arts institutions develop socially responsible leaders. Each of the eight constructs from the SCM was addressed by the study's research question and subquestions. The findings from the study were consistent with the student learning and development analogous with the descriptions of the constructs from the theoretical framework. However, there were several influences on student leadership development that were underrepresented in the findings. Thus, the recommendations offered, along with other findings of the study, propose tactics for more thorough development of socially responsible leaders at liberal arts institutions.</p>

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Fleming, Tamara Colleen. "The Academic Identity Experience of Liberal Arts Faculty in the Age of New Managerialism." Thesis, The George Washington University, 2015. http://pqdtopen.proquest.com/#viewpdf?dispub=3686940.

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<p> Studies suggest that the academic identity of liberal arts faculty is changing due to the introduction and use of new managerialism practices in higher education. Increasingly, faculty members are being asked to take on tasks considered to be outside of traditional teaching, research, and service functions. These tasks are largely administrative in nature, and while previous research has documented some shifts in faculty duties, none has detailed the explicit impacts these shifts have on faculty identity. </p><p> This phenomenological study documents how 15 tenured and tenure-track liberal arts faculty members at a well-respected and highly ranked research 1 (R1) university in the Mid-Atlantic region have experienced new managerialism. It tells a story of a faculty devoted not only to research but also to teaching—one that values both the high caliber of undergraduate students and his colleagues and the strong academic tradition and reputation of the institution. The data in some ways paint a portrait of what one would expect to find: faculty members who fervently believe in the intellectual freedom that comes with tenure. At the same time, the data challenge previously held generalisms, such as a faculty member's primary identification with his or her discipline. The study also details concerns about what has been described as the rapidly expanding administrative core of the university—those individuals not primarily focused on conducting research or teaching students. </p><p> My conclusions question higher education's societal role and the academy's present challenges and opportunities, and depict faculty members who are clinging to an idealized image of the professoriate of the past and, at the same time, attempting to define their future identity.</p>

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Mothe, Svein. "Rationalizing social democrats: Neo-liberal policies and practice in Norwegian higher education." Diss., The University of Arizona, 2000. http://hdl.handle.net/10150/284152.

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The overall purpose of this study has been to examine how international patterns of neo-liberalism and rationalization have contributed to changes in higher education policy in Norway in the 1990s and explore how these changes have been experienced and enacted among faculty and students in different fields and institutions. The study is informed by several social science theories, particularly Max Weber's ideas of rationalization and modern extensions of this theory to modern phenomena, neo-liberal political theory, process theories of professionalization, and postmodern perspectives emphasizing the role of consumers and consumption in contemporary society. Empirically, the study is based on a structured qualitative research design. Data collection methods consisted of interviews with faculty and students and analysis of public policy texts. The main conclusion in the study is that two contradictory forces influence Norwegian higher education: rationalization processes emphasizing efficiency, control, standardization and predictability, and an increasing dominance of neo-liberal market ideology in public administration requiring more room for ambitious institutions to develop new capacities and engage in entrepreneurial activities. The study suggests that Norway is struggling to find a "third way" in the space between these two forces, but that social democratic rationalization processes and state dependence still dominate higher education in Norway. The structure of faculty work is changing, but contrary to the development in many other countries Norwegian faculty are more concerned about being increasingly managed than pressured to engage in entrepreneurial activities. Reduced professional autonomy and increased intensification of academic work have resulted in rational organizational behavior in which faculty pursue their individual goals and implement pragmatic coping strategies to reach calculated rewards. Norwegian students are becoming increasingly consumer-driven actors concerned with freedom in pursuing their academic interests, flexibility and useful education. They are generally very satisfied with their existence as students, but are often disengaged from their studies. Being a student is for many only one among several identities, often not the most important.

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Sliwka, Anne. "Transplanting liberal education : higher education in 19th century Bombay Presidency, India (1821-1904)." Thesis, University of Oxford, 1998. http://ethos.bl.uk/OrderDetails.do?uin=uk.bl.ethos.267493.

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Ruhl, Taylor D. "Organizational culture in the private liberal arts college: A case study." Scholarly Commons, 1996. https://scholarlycommons.pacific.edu/uop_etds/2583.

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The purpose of this study was to describe the organizational culture of Pacific Union College (PUC), a part of the Seventh-day Adventist system of higher education in North America. The design of this research project was a case study, and the methodological paradigm on which this study was based is that of naturalistic inquiry. Three means of inquiry were utilized: an organizational culture survey, interviews, and content analysis. The survey was administered to all salaried personnel of the college. Each respondent also submitted a demographic profile. Interviews further contributed to the triangulation of this study. They were conducted on the campus with 16 faculty selected by the researcher because of their familiarity with the college and their potential to be articulate and informative regarding it. A content analysis of the last institutional self-study done by Pacific Union College (Pacific Union College, 1990) furthered triangulation. Formative studies such as this are conducted for the purpose of improvement rather than to answer a hypothetical question or prescribe for practice. The study addressed five research questions. The results of this study indicated a predominant perception that the collegial culture is dominant. The findings further revealed that the collegial culture is perceived to be dominant without the application of demographics. This contrasts with analysis of the Self-Study (Pacific Union College, 1990) which indicated that the managerial culture was dominant. The findings indicated that there was not cultural congruence between the faculty and administration, but that there was closer congruence between the administration and the department chairs. The findings of the survey showed that the collegial culture was dominant among the faculty while the managerial culture was dominant with the department chairs and administration.

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Books on the topic "Higher education in Liberia"

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Liberal anxieties and liberal education. Hill and Wang, 1998.

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'A large and liberal education': Higher education for the 21st century. Australian Scholarly Publishing & Trinity College, The University of Melbourne, 2007.

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Zajda, Joseph, ed. Globalisation, Ideology and Neo-Liberal Higher Education Reforms. Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-024-1751-7.

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Trepanier, Lee. The liberal arts in America. Southern Utah University Press, 2012.

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Oakeshott, Michael Joseph. The voice of liberal learning. Liberty Fund, 2001.

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Carnegie Corporation of New York., ed. Liberal arts education for a global society. Carnegie Corp. of New York, 2000.

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Arcilla, René Vincente. For the love of perfection: Richard Rorty and liberal education. Routledge, 1995.

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For the love of perfection: Richard Rorty and liberal education. Routledge, 1995.

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Equity and excellence in higher education: The decline of a liberal educational reform. P. Lang, 1994.

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1941-, Rockhill Kathleen, and Fieldhouse Roger, eds. University adult education in England and the USA: A reappraisal of the liberal tradition. Croom Helm, 1985.

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Book chapters on the topic "Higher education in Liberia"

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Boateng, Fred Kofi. "Higher Education Systems and Institutions, Liberia." In The International Encyclopedia of Higher Education Systems and Institutions. Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_457.

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Boateng, Fred Kofi. "Higher Education Systems and Institutions, Liberia." In Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-9553-1_457-1.

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Rhoades, Gary. "Distinctive Local Continuities Amidst Similar Neo-Liberal Changes: The Comparative Importance of the Particular." In Higher Education Dynamics. Springer Netherlands, 2005. http://dx.doi.org/10.1007/1-4020-3504-7_2.

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Wilkinson, Esther. "Global: International Higher Education and the “Neo-liberal turn”." In Understanding Higher Education Internationalization. SensePublishers, 2017. http://dx.doi.org/10.1007/978-94-6351-161-2_16.

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Lowrie, Anthony. "The Death Rattle of the Liberal Arts." In Understanding Branding in Higher Education. Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-56071-1_6.

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Toral, Pablo. "Rethinking the Doctorate from a Liberal Arts College." In Higher Education and Human Capital. SensePublishers, 2011. http://dx.doi.org/10.1007/978-94-6091-418-8_13.

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Lowrie, Anthony. "A Long Day’s Journey into Liberal Arts Pedagogy." In Understanding Branding in Higher Education. Palgrave Macmillan US, 2017. http://dx.doi.org/10.1057/978-1-137-56071-1_7.

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Godwin, Kara A. "Liberal Arts Education, Going Global." In Encyclopedia of International Higher Education Systems and Institutions. Springer Netherlands, 2018. http://dx.doi.org/10.1007/978-94-017-9553-1_219-1.

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Chaddock, Katherine E., and Anna Janosik Cooke. "Endurance Testing: Histories of Liberal Education in U.S. Higher Education." In Higher Education: Handbook of Theory and Research. Springer International Publishing, 2014. http://dx.doi.org/10.1007/978-3-319-12835-1_5.

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Godwin, Kara A. "Liberal Arts Education, Going Global." In The International Encyclopedia of Higher Education Systems and Institutions. Springer Netherlands, 2020. http://dx.doi.org/10.1007/978-94-017-8905-9_219.

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Conference papers on the topic "Higher education in Liberia"

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De Podestá, Nathan Tejada, and Silvia Maria Pires Cabrera Berg. "New University: liberal education and arts in Brazil." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9514.

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This paper is part of an ongoing research on the issue of music education in Brazilian universities. It aims to identify educational models that structure pedagogical practice at this level of studies. It distinguishes the types of professional and human education promoted in each one of the presented models (French, German and American) as well as liberal education, identified as a global trend. Relating the current socio-cultural political and economic context with education with the support of Godwin (2015), Berg (2012) and Jansen (1999) we argue that liberal education provides a structure can favor the development of competences and skills demanded on the current conjuncture. In this frame, we will analyze, with the help of Paula (2008) and Santos &amp; Filho (2008), the historical dynamics of Brazilian higher education and show how liberal education and post-colonial philosophy is restructuring Brazilian universities. This “new university” allows the implementation of a multicultural, multi-epistemic pedagogy that overcome fragmentary disciplinary views and renders feasible the proposition of new ways of conceiving training, studying, teaching and research in music and arts.

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Bridi, Robert Michael. "Transnational Higher Education and International Branch Campuses in the Gulf Cooperation Council Countries: The Case of the United Arab Emirates." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11063.

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The aim of the paper is to examine the emergence of transnational higher education (TNHE) and international branch campuses (IBCs) in the Gulf Cooperation Council (GCC) countries and the United Arab Emirates (UAE). The findings demonstrate that the emergence of TNHE and IBCs has been the result of interrelated political, economic, social, and academic factors. First, the formation of the GCC was a key moment during which member states sought to stimulate scientific progress through the development of higher education as part of a strategy to meet labor demands and economic development. Second, the commodification of education and the drive to increasing profits in educational institutions combined with decreases in government funding to Western universities during the neo-liberal era of capitalism have been an impetus for Western universities to seek ‘new markets’ beyond their borders. Third, the liberating of regional trade policies in services, including education, combined with the internationalization of education has enabled the cross-border movement of students, educators, and institutions. Fourth, the UAE’s unique demographic group mix, which consists of a majority of international expatriates, combined with significant government funding in the education sector and international partnerships has resulted in the rapid expansion of TNHE and IBCs.

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Tian, Hailong, and Mingyu Wang. "Constructing “New Liberal Arts” in China’s Universities: Key Concepts and Approaches." In Fifth International Conference on Higher Education Advances. Universitat Politècnica València, 2019. http://dx.doi.org/10.4995/head19.2019.9111.

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Inspired by the concept of “New Engineering” in China’s universities and considering the features and values of the humanities and social sciences, this paper discusses issues of constructing “New Liberal Arts” in China’s universities. Firstly it states the general characteristics of the humanities and social sciences that find their realization in “New Liberal Arts”, and the qualities of “New Liberal Arts” such as being strategically important, innovative, integrated and promising. Then it proposes that a cluster of first-rate undergraduate programs with Chinese characteristics and global competitiveness be set up. The paper finally suggests new ways in which “New Liberal Arts” are to be constructed, such as to recognize new research objects, new research paradigms and new social needs of the humanities and social sciences, to break through conventional thinking stereotypes, and to do well in five aspects -- concept reconstruction, structural reorganization, model regeneration, platform building and differential development. In so doing, the paper is hoped to provide useful considerations for universities elsewhere. Keywords: the humanities and social sciences; New Liberal Arts; construction; universities; China.

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Ozturk, Inci. "Coercive isomorphism in higher education: Direct pressures from the state to the Turkish universities." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11173.

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The universities maintain their continuity with the pressure of complying with the policies of the state and global policies. This study addresses the coercive pressure of the higher education policies of the state on the Turkish universities. The elective classes of Occupational Knowledge and Area Training to be taught at the universities may be opened when they are approved by the Higher Education Council (Yuksekogretim Kurulu, YOK) which is an institution having a public legal entity. On the other hand, the ability of the universities to determine the elective class of Liberal Education indicates a rare situation where the universities exercise their autonomy.Keywords: Isomorphism; coercive isomorphism; higher education policy, higher education, university

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Van Goch, Merel. "Creativity in liberal education before and after study commencement." In Fourth International Conference on Higher Education Advances. Universitat Politècnica València, 2018. http://dx.doi.org/10.4995/head18.2018.8228.

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In today’s society, creativity is an important quality. Creativity is defined as the ability to produce something novel and valuable as defined within a social context and it involves skills such as divergent thinking, problem solving and perspective taking. This study assesses the creative potential of students before and after commencement of an interdisciplinary, liberal undergraduate program. In between measurements, students followed a course in connective thinking through creative reading and writing. The results showed that students’ creative potential developed over time. Implications for theory as well as practice are discussed.

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Yu, Yihui. "Liberal Arts Education: The Essential Foundation for Vocational Education." In Proceedings of the 2019 5th International Conference on Social Science and Higher Education (ICSSHE 2019). Atlantis Press, 2019. http://dx.doi.org/10.2991/icsshe-19.2019.8.

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Pilkington, Andrew, and Melanie Crofts. "Liberalism and race equality in higher education: The shift from the mandatory to the persuasive." In Third International Conference on Higher Education Advances. Universitat Politècnica València, 2017. http://dx.doi.org/10.4995/head17.2017.5157.

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This paper examines a twenty year period to explore the salience of race equality in higher education in the UK. While research evidence accumulates to demonstrate that staff and students from minority ethnic groups continue to experience considerab;e disadvantage, universities throughout the period have typically remained remarkably complacent. Such complacency partly stems from the dominance in the academy of a liberal as opposed to radical pperspective on equality. Universities typically see themselves as liberal and believe existing policies ensure fairness and in the propcess ignore adverse outcomes and do not see combating racial inequalities as a prioroty. The paper distinguishes two ideal typical approaches, the 'mandatory' and the 'persuasive' to the promotion of race equality and suggests that the period has witnessed the transition along a continuum from the mandatory to the persuasive. Regardless of which approach is preferred, universities are urged to have no truck with a deficit model and to see it as their responsibility to ensure more equitable outcomes.

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Van Lambalgen, Rianne. "Blended Support of Undergraduate Interdisciplinary Research." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11083.

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This paper discusses blended support for undergraduate students to perform interdisciplinary research in teams. Interdisciplinary research is a complex process that consists of multiple steps and requires collaboration with people from different backgrounds. This paper presents research done at Liberal Arts and Sciences, Utrecht University (LAS), where as part of the core curriculum, students learn to do interdisciplinary research. Considering the complex process of doing interdisciplinary research, it is important that students are guided in this process. Blended support that provides technology-mediated guidance while at the same time encouraging face-to-face meetings would be of use to help students become more independent interdisciplinary researchers. This paper explores preferences in blended support, based on a survey and interviews with second and third year students and with undergraduate research supervisors at LAS, UU. Results indicate that there are different activities during the interdisciplinary research process where technology-mediated support would be of value. However, students and supervisors especially value meeting face-to-face when doing interdisciplinary integration. This should be taken into account when designing a blended framework for support of undergraduate interdisciplinary research.

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November, Nancy, Sean Sturm, and 'Ema Wolfgramm-Foliaki. "Critical Thinking and Culturally-Sustaining Teaching: Developing the Historical Literacy of Māori and Pasifika Undergraduates in Aotearoa/New Zealand." In Sixth International Conference on Higher Education Advances. Universitat Politècnica de València, 2020. http://dx.doi.org/10.4995/head20.2020.11179.

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In this paper, we explore critical thinking in the context of developing culturally-sustaining historical literacy in Māori and Pasifika students at a large, multicultural university in Aotearoa/New Zealand. Critical thinking and culturally-sustaining historical literacy might seem like an odd couple insofar as critical thinking tends to be associated with liberal Western (academic) culture. Students can resist developing their critical thinking, not least because culturally-sustaining ‘critical being’ is a threshold concept, requiring a flexible, yet clearly structured pedagogical approach. But the development of critical being is vital to culturally-sustaining teaching because of the role the associated skills and dispositions play in supporting cultural autonomy and voice. We talked with nineteen teachers of a range of ethnicities from across the historical disciplines at the University of Auckland to document the pedagogical strategies they used to develop the critical thinking skills of their Māori and Pasifika students in a culturally-sustaining way: fostering peer dialogue that draws on personal experience; practising perspective-taking; drawing on popular culture for its contemporary and cultural relevance; drawing on one’s culture in choosing relevant topics; and creating learning spaces conducive to critical being.

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Sheat Fun, Chow. "Higher Education For The 4Th Industrial Revolution: Liberal Arts As The Way Forward." In 8th International Conference on Multidisciplinary Research 2019. European Publisher, 2020. http://dx.doi.org/10.15405/epsbs.2020.03.03.47.

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Reports on the topic "Higher education in Liberia"

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

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

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Tofaris, Elizabeth, and Mauricio Romero. Outsourcing Primary Education In Liberia Leads To Inadequacies. REAL Centre, University of Cambridge and The Impact Initiative, 2020. http://dx.doi.org/10.35648/20.500.12413/11781/ii352.

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

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

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

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

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

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

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

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