Academic literature on the topic 'Tertiary institutions – Diversity'

Trees are a central component of most urban communities, providing diverse benefits such as improving air quality, increasing aesthetic appeal, preventing erosion and providing habitat for wildlife. However, there is inadequate information on the distribution and diversity of these trees within our academic environments. This study investigates the distribution, frequency and species diversity of amenity trees within the main campuses of tertiary institutions in River State, Nigeria. The selected tertiary institutions are University of Port-Harcourt (Institution A) and Rivers State University (Institution B). Five (5) major roads in each campus were randomly selected, and 200m along each road was selected as sample areas. Ten (10) meter was marked from the edge of the road, and complete inventory was taken of all trees within the marked sample area. Diameter at breast height (DBH), crown diameter and tree height were measured. Shannon-Weiner and Simpson diversity index were used to calculate amenity trees diversity, while Margalef specie richness was used to calculate the species index. A total of 539 trees were surveyed on both campuses, comprising 26 different species and 10 families. Casuarina equisetifolia had the highest frequency with 92 trees in B. Simpson diversity index showed higher diversity (D = 0.78) in B amenity trees than A (D = 0.81). Shannon-Weiner species evenness was 0.71 and 0.76 for Institutions A and B respectively. Margalef specie richness index were 2.90 for A and 1.40 for B. This study provides baseline information for ecosystem management of urban forest tree species within campuses. For sustainable management of trees on campuses, frequent inventory and survey should be conducted to establish their abundance, distribution and diversity.

Ethnic diversity, religion, language, race, ethnicity, and culture make the State of Indonesia amulti-cultural country or commonly called multicultural. Often the diversity that occurs inIndonesia causes strife that often causes it, oppression, terror in the name of religion. Universitiesin Indonesia have a role in addressing these talks. Multicultural Multicultural CurriculumImplemented in Multicultural Basic Subjects and Master of Islamic Studies' PAI Study Programsat the Faculty of Islam. Therefore, researchers are interested in learning more about whichmulticultural education process is happening in tertiary institutions. By focusing on the mainresearch, researchers explore thoroughly the curriculum applied in tertiary institutions, fromthis learning process can improve the character of students generated after attending lectures. Thefindings produced, in the process of education in higher education institutions that applymulticultural education that complements the structured curriculum, and becomes a specialcurriculum about Multicultural curriculum implemented in multicultural basics courses and PAImaster study programs in the faculties of Islam can be changed. multicultural youth.

Purpose The purpose of this paper is to adopt a holistic diversity lens with the aim to enhance the understanding of the multifaceted paradigms for diversity management at the tertiary level. Design/methodology/approach This contribution takes the inspiration of existing diversity paradigms used in business settings and relates them to higher education. It then articulates them in greater depths in line with the diversity segments of the so-called higher education awareness for diversity wheel and seeks a common denominator that may be shared across disciplines by adding an eclectic and context-specific approach. Findings It was identified that the underlying assumptions which constitute the commonly known diversity paradigms are only partially applicable for the tertiary level. It is further suggested that in view of the highly dynamic kaleidoscope of higher education institutions, multiple, at times conflicting rationales for diversity management need to be addressed. Originality/value This paper seeks to address the paucity of studies with regard to diversity management at the tertiary level. By drawing on relevant paradigms and relating them to specific diversity segments, this study intends to make a meaningful scholarly contribution to the existing body of knowledge.

AbstractThe diversity of environmental courses at tertiary level continues to increase. Following from a survey of these courses in the early 1990s the current study revisited the courses to investigate their characteristics. In 1993 tertiary courses with ‘environment’ in their title were surveyed through a postal questionnaire to gain an understanding of their philosophy and approach to teaching in the environmental field, of the capabilities the courses sought to assist the graduates to develop and of the extent to which graduates were being employed. The paper presents and discusses the results of this survey and offers suggestions about enhancing the role of environmental education in tertiary institutions.

AbstractThis article is a response, informed by my own recent experience of tertiary education in the UK, as well as my work as a composer, performer, researcher and activist, to the collection of articles published in TEMPO 292 addressing issues of diversity in music-making and tertiary music education in Australia. Though interventions have been successful in achieving better gender representation across musical contexts in Australian higher education institutions, I bring into question the long-term legitimacy of such empirical or revisionist approaches. Drawing on a range of feminist, poststructural, queer, and decolonial thought, I explore how conventional approaches to tertiary music education – both in terms of pedagogical methods, as well as assumed or prioritised content – enforce hegemonic and exclusionary value systems, hierarchies, ontologies and epistemologies. I also problematise some of the ways in which neoliberal and capitalist frameworks have become embedded within tertiary music education and advocate a process of destabilising and decentring assumed parameters, outlining how a critical, political and radical approach to music education might look.

There is an increasing marketization of commodity services and, the authors argue, higher education is suffering heavily from this trend. Higher education institutions (HEIs) are currently subject to quality assurance and other externally imposed procedures that have been successfully applied in the private sector. This article analyses the threats of such assurance methods, which systematically ignore the notion of HEIs as sites of knowledge production, especially in less developed, emerging and developing countries with a small tertiary education sector. In such countries, public institutions cannot afford high investment without sacrificing other social and economic objectives, such as widening access, institutional diversity, community partnerships, cross-institutional collaboration and resource sharing, and knowledge transfer. The criticism in this article is directed mainly at the imposed external evaluation that is designed to compare and classify institutions, with the ultimate aim of reducing the number of HEIs receiving public funding, or at least of reducing the funding of one or more of the missions (teaching, research) in which HEIs excel. The authors conclude by suggesting that such governmental strategies simply reflect another attempt to control, and to shift the focus away from government policies that have led to the massification of higher education without the necessary injection of resources.

The role of translation in the foreign language classroom has been changing, but it still remains a contentious issue. The long-lasting debate whether students of foreign languages might benefit from the use of translation in class might have made practitioners insecure in relation to whether using translation is beneficial or not, what methods are best and when to use translation. The aim of this study is to investigate EFL practitioners’ perspective on translation in teaching foreign languages. Specifically, it explores language for specific purposes (LSP) teachers’ attitudes toward translation at tertiary-level institutions in Croatia. The data were collected by means of an online questionnaire using snowball sampling method in order to reach a greater number of teachers. The respondents were English, German and Italian LSP teachers from a variety of tertiary-level institutions. The study revealed that in the Croatian context the majority of LSP teachers use translation in language teaching, however, there seems to be a lack of certainty about its usefulness. In addition, LSP teachers' approach to translation appears to be rather traditional given there is no diversity in the methods mentioned.

The Russian universities as well as universities from other countries increasingly compete not only at the national level, but globally. This trend is reflected in growing interest to universities rankings. Despite criticism, rankings outcomes are in demand and influence universities’ positioning in the global higher education area. In Russia several rankings have been recently established, striving to satisfy needs of various stakeholders. However, all these approaches are single dimensional rankings that use a composite indicator and weight coefficients. The article presents a rationale and draft methodology of a multidimensional ranking system in Russia. The authors advocate relevancy of the chosen approach as it allows them to reflect complexity and diversity of the Russian Higher Education system. Drawing on the project outcomes, the authors focus on the national multidimensional ranking methodology concept, choice of indicators, the approbation outcomes, dilemmas and decisions. Key words: rankings, university ranking, higher education institutions, tertiary education institutions.

Thesis (MA)--Stellenbosch University, 2015.<br>ENGLISH ABSTRACT: In recent years, there has been an increase in the use of educational interpreting at tertiary institutions in South Africa. Various pilot studies, as well as long-running interpreting projects at North West University, University of the Free State, and the University of Johannesburg have shown that educational interpreting is a viable way of implementing a multilingual language policy and accommodating various languages in the classroom. Educational interpreting has also been researched at Stellenbosch University (SU) in recent years and following the success of a 2011 pilot project at the Faculty of Engineering, the university plans to implement the service in other faculties as well (see Stellenbosch University Language Policy 2014). The study reported in this thesis was conducted at SU and was interested in the perceptions of interpreting held by the three main role players in the interpreting service. The main focus of the study was on examining perceptions of interpreting held by second year Engineering students who attended lectures in which educational interpreting was used as mode of delivery. The data collected on these perceptions was also contextualised by findings from data collected on students’ language backgrounds (including language use, language attitude and actual and perceived language proficiency). As a secondary aim, the study was interested in the perceptions held by lecturers and interpreters working in the Faculty of Engineering. Findings indicated that students generally had positive perceptions of interpreting and felt that interpreting was a good way to accommodate various languages at SU. It also proved useful to collect data on students’ language backgrounds in order to contextualise the results of the interpreting questionnaire, as important nuances emerged which were not apparent when these results were considered on their own. This lead to the insight that feedback from students regarding their experience of the interpreting service should be contextualised in terms of their language backgrounds, as this would lead to more valuable and useful feedback. Finally, lecturers and interpreters both showed positive perceptions of interpreting, with a marked progression in perception of the role of the interpreter in the classroom becoming apparent as experience of educational interpreting increased. The most important suggestion to follow from this finding was that students and lecturers should be made (more) aware of what interpreting entails, how interpreters are trained and how they prepare for lectures, as this should lead to more positive perceptions and increased use of this service.<br>AFRIKAANSE OPSOMMING: Opvoedkundige tolking het oor die afgelope paar jaar baie gewild geword by tersiêre instellings. Verskeie loodsprojekte en gevestigde tolkprogramme by NWU, UVS en UJ het bewys dat opvoedkundige tolking ‘n lewensvatbare manier is om meertalige taalbeleide te implementeer, en om die gebruik van verskeie tale binne die klaskamer moontlik te maak. Opvoedkundige tolking word ook by SU nagevors en sedert die sukses van ‘n loodsprojek gedurende 2011 by die Fakulteit van Ingenieurswese het die gebruik van opvoedkunidge tolking in klaskamers begin toeneem. Die studie het belang gestel in die persepsies van tolking van die drie hoofrolspelers van die tolkdiens. Die primêre fokuspunt van die studie was om die persepsies van tolking van tweedejaar-ingenieurswesestudente wat lesings gehad het met opvoedkundige tolking te ondersoek. Die data wat oor hierdie persepsies ingesamel is, is ook gekontekstualiseer deur bevindinge wat gemaak is uit die beskouing van data oor die studente se taalagtergrond (insluitende taalgebruik, taalhouding, en werklike en waargenome taalvaardigheid). Die sekondêre fokuspunt van die studie was om insigte te verkry oor die persepsies van tolking van dosente by die Fakulteit van Ingenieurswese, asook van die tolke wat die ingenieursmodules getolk het. Soos reeds genoem het die Fakulteit van Ingenieurswese reeds sedert 2011 sekere modules aangebied deur middel van opvoedkundige tolking. Teen die tyd wat data ingesamel is in die tweede semester van 2013 was dit moontlik om data te verkry van tweedejaar-ingenieurswesestudente wat reeds vir amper twee semesters aan opvoedkundige tolking in hul klaskamer blootgestel is. Die bevindinge van die studie het oor die algemeen aangetoon dat studente ‘n positiewe persepsie gehad het van tolking, en dat hulle gevoel het tolking ‘n goeie manier is om verskeie tale by die universiteit te akkommodeer. Die gebruik van data oor studente se taalagtergrond as konteks vir die bespreking van die persepsiedata was ook baie handig, aangesien belangrike nuanses vorendag gekom het wat nie duidelik was toe die persepsiedata op sy eie beskou is nie. Dosente en tolke het beide ‘n positiewe persepsie van die tolking getoon, met ‘n duidelike progressie wat plaasgevind het in hul persepsie van die rol van die tolk in die klaskamer namate die omvang van hul ervaring met opvoedkundige tolking vermeerder het.

The purpose of this study was to develop theoretical insight on the concepts of trust and diversity climate and to empirically test for any possible relationships between these two concepts within a tertiary institution. For the purpose of this study trust was defined as the willingness of a party to be vulnerable to the actions of another party based on the expectation that the other will perform a particular action important to the trustor, irrespective of the ability to monitor or control that other party. Diversity climate was defined as the employees‟ perceptions of the policies and practices that communicate the extent to which fostering diversity and eliminating discrimination is a priority in the organisation. The study took on a quantitative approach and the questionnaire used in the study was a combination of three previously validated instruments. Trust was measured through a combination of the organizational trust inventory and the behavioural trust inventory. The dimensions used to measure trust, included, propensity towards trust, ability, benevolence, integrity, trust, reliance based trust and disclosure based trust. The diversity climate was measured through a diversity climate assessment instrument that consisted of nine items. The results indicate that the employees agree that the organization is committed towards diversity management and eliminating discrimination. A correlation analysis between the dimensions of trust and diversity climate revealed that all of the trust dimensions, except for the propensity towards trust have some sort of relationship with diversity climate. The results further indicated that the group of employees that only have an education up to Matric/Grade 12 indicated a higher propensity towards trust than compared to the group that has either a diploma or a post graduate degree. Propensity towards trust and disclosure based trust dimensions revealed the only noticeable differences between the Black and White groups. There was no practical significance within the diversity climate construct for the gender, education, ethnic, employment status or level of employment groups and this should be regarded as a positive result for the institution.<br>MBA, North-West University, Potchefstroom Campus, 2015

This article chronicles the journey of oral histories from margins to the mainstream. Until the late 1970s oral history was something that happened only outside universities. When pursued within universities, it was considered a fairly unsophisticated method for research projects. The skepticism—though now both more refined and more filtered—and the commonsense view can still be found within universities. However, the growth in university oral history courses, research projects, archives and other activities, their diversity and innovative nature, and the burgeoning literature on the teaching of oral history in tertiary institutions all suggest that oral history has moved from the margins to the mainstream, and that it is recognized as grounded in complex and sophisticated theories and methods. This article aims, however, to provide an overview of key achievements, issues, strategies, and challenges, and to provoke thinking about ongoing and future issues, strategies, and concerns.

This chapter uses findings from an online survey of international onshore undergraduate and postgraduate students enrolled in an Australian university in 2009 to critically examine and compare their expectations, experiences, and levels of satisfaction. This research yielded a plethora of unique and vital concerns that were further affected by variables such as students’ age and geographic location in regional/rural versus metropolitan areas. Moreover, the results of this study, in turn, can offer educators important initial insights they can then use to develop online educational materials or online courses for such internationally diverse groups of students. This chapter argues the gap between expectations and experiences requires further attention if the delivery of academic excellence to students from divergent cultural backgrounds, with different language skills and varying social norms is to be achieved within an environment that supports and reflects cultural diversity. The chapter also provides suggestions on how such factors can and should be addressed when devising online educational materials and environments for such students. The general trend towards freely circulating capital, goods and services, coupled with changes in the openness of labour markets, has translated into growing demands for an international dimension of education and training. Indeed, as world economies become increasingly inter-connected, international skills have grown in importance for operating on a global scale. Globally oriented firms seek internationally-competent workers versed in foreign languages and having mastered basic inter-cultural skills to successfully interact with international partners. Governments as well as individuals are looking to higher education to play a role in broadening students’ horizons and allowing them to develop a deeper understanding of the world’s languages, cultures and business methods. One way for students to expand their knowledge of other societies and languages, and hence leverage their labour market prospects, is to study in tertiary educational institutions in countries other than their own. Several OECD [Organisation for Economic Co-operation and Development] governments – especially in countries of the European Union (EU) – have set up schemes and policies to promote mobility as a means of fostering intercultural contacts and building social networks for the future. (Organisation for Economic Co-operation and Development, 2009, p. 310)

For teaching musicians and music educators who work in elementary, secondary, and tertiary teacher education programs, questions of cultural diversity and social justice have triggered the development of teaching models, methods, and movements. One such program is the week-long intensive course in World Music Pedagogy by the University of Washington in partnership with Smithsonian Folkways Recordings, a Smithsonian Institution nonprofit record label that documents music from across the world. The course features an examination of audio, video, print, electronic, and human resources, with the aim of learning as well as developing an understanding of ways to teach music of the world’s cultures. Attention is given to learning cultural heritage through songs, movement and dance experiences, instrumental music, and contextualized cultural components. Musical experiences are tailored for use at various levels, including in classes for children, youth, and adults in university and community settings. Going on ten years of development, the course has succeeded in offering pathways to teaching world music at all levels. It has also been a labor of love for those in education and ethnomusicology who have fashioned it, and who have lived the challenges of connecting ethnomusicological principles to classroom practice. This essay tells the story of a “two steps forward and one step back” in shaping music education practices that center on diversity, equity, and inclusion in the design, delivery, and full facilitation of lessons in music of the world’s cultures.