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Author: Alaali, Mansoor A.
Publisher: IGI Global
ISBN: 1799882810
Category : Education
Languages : en
Pages : 339
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Book Description
In response to the COVID-19 pandemic, universities around the globe have taken numerous extraordinary measures and implemented many changes to their strategic, operational, and academic activities. Currently, there is a transformation taking place from the emergency decision-making in the early stages of the pandemic towards reflection and resolution on how the past months can shape governance and strategy. Higher education institutions have been facing challenges with the alignment of their university governance for their strategic and operational plans. Presently, university leaders have prioritized risk management and financial management over all else. Unfortunately, due to these priorities, university responses to the pandemic took the top-down approach of management, rejecting the shared governance structures and collegial practices of the institutions. The pandemic has accelerated the openness to change by creating an emergency or steering response team led by university presidents and provosts, with sub-teams focusing on operations and other academic advisory groups working together to deal with the fast-rising scenarios. The consequence is a clear flow of information and strong communication across the institution, which sequentially builds on mechanisms to respond to the secondary effects of the pandemic. Moreover, higher education institutions are continuously facing challenges with their strategic alignment of business objectives in order to have a diverse educational system in response to the pandemic. Assessing University Governance and Policies in Relation to the COVID-19 Pandemic presents the latest research and studies investigating information on university governance and adapting previous, existing, and proposed models for the current pandemic. This book is comprised of chapters contributed by various leading international authors to discuss and analyze all aspects of university governance in relation to their impact on strategies in finance, sustainability, academic issues, research, faculty and students, leadership, campus, employment and recruitments, and more. This is an essential text for university presidents, strategic planning authorities in universities, college deans and academic department chairpersons, government authorities and policymakers, researchers, students, and academicians.
Author: Alaali, Mansoor A.
Publisher: IGI Global
ISBN: 1799882810
Category : Education
Languages : en
Pages : 339
Get Book Here
Book Description
In response to the COVID-19 pandemic, universities around the globe have taken numerous extraordinary measures and implemented many changes to their strategic, operational, and academic activities. Currently, there is a transformation taking place from the emergency decision-making in the early stages of the pandemic towards reflection and resolution on how the past months can shape governance and strategy. Higher education institutions have been facing challenges with the alignment of their university governance for their strategic and operational plans. Presently, university leaders have prioritized risk management and financial management over all else. Unfortunately, due to these priorities, university responses to the pandemic took the top-down approach of management, rejecting the shared governance structures and collegial practices of the institutions. The pandemic has accelerated the openness to change by creating an emergency or steering response team led by university presidents and provosts, with sub-teams focusing on operations and other academic advisory groups working together to deal with the fast-rising scenarios. The consequence is a clear flow of information and strong communication across the institution, which sequentially builds on mechanisms to respond to the secondary effects of the pandemic. Moreover, higher education institutions are continuously facing challenges with their strategic alignment of business objectives in order to have a diverse educational system in response to the pandemic. Assessing University Governance and Policies in Relation to the COVID-19 Pandemic presents the latest research and studies investigating information on university governance and adapting previous, existing, and proposed models for the current pandemic. This book is comprised of chapters contributed by various leading international authors to discuss and analyze all aspects of university governance in relation to their impact on strategies in finance, sustainability, academic issues, research, faculty and students, leadership, campus, employment and recruitments, and more. This is an essential text for university presidents, strategic planning authorities in universities, college deans and academic department chairpersons, government authorities and policymakers, researchers, students, and academicians.
Author: Vuyo Mthethwa
Publisher: AOSIS
ISBN: 1779952023
Category : Education
Languages : en
Pages : 216
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Book Description
The purpose of this book is to examine the academic experiences of students who participated in university governance at South African universities. Scrutiny is placed on the alignment of student representative council constitutions and university statutes with the actual experiences students had in discharging their roles in governance and in the way this impacted their academic progress. Through a multi-site case study design, semi-structured interviews were conducted with members of the student representative council who participated in university governance and supported by document analysis and observations to generate the data. The study adopted Tinto’s Integration Theory and Astin’s Theory of Involvement as the two frameworks are based on the relationship between students’ extra-curricular activity and their academic experiences. The study invokes a greater awareness of students as major stakeholder in governance and informs policies and practices that may better serve students’ academic experiences. The study will contribute to the understanding of cooperative governance principles while drawing from the perspective of the students on their understanding, limitations and challenges in discharging their roles in university governance.
Author: Tatlock, Julie Christina
Publisher: IGI Global
ISBN:
Category : Education
Languages : en
Pages : 258
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Book Description
In academia, a looming challenge threatens the very foundations of education as we know it. This formidable adversary is none other than the demographic cliff, a phenomenon that casts a long shadow over the future of higher learning. Simultaneously, the shifting perceptions of education in our modern world have given rise to fierce competition for students. This has resulted in a series of revisions in admission and transfer policies, causing enthusiastic debates about the rightful place of credits within a student's academic journey. Restructuring General Education and Core Curricula Requirements is a groundbreaking book that emerges as the solution to these pressing challenges. This remarkable work serves as a beacon of hope in these turbulent times, offering a comprehensive exploration of the core curricula dilemma and paving the way for transformative change. It addresses the need for thoughtful reflection on the meaning of core curricula in the modern world, diving into its history, and presenting innovative solutions for institutions seeking to provide students with a rigorous and relevant core education.
Author: Balderas, Luz Idalia
Publisher: IGI Global
ISBN:
Category : Social Science
Languages : en
Pages : 284
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Book Description
A persistent challenge infects the vast setting of academic pursuits; the enduring gender gap in science, technology, engineering, and mathematics (STEM). Despite incremental progress, women continue to face formidable obstacles, ranging from entrenched stereotypes to institutional oversights. The urgency of addressing this issue cannot be overstated, as evidenced by UNESCO's revelation that less than 30% of the world's researchers and scientists are women. Exploring Intersectionality and Women in STEM seizes this pivotal moment, unraveling the complexities of the gender gap in STEM and daring to propose transformative solutions. This book is not just an analysis of disparities; it is a dynamic and initiative-taking guide for researchers, STEM students, and practitioners. By immersing oneself in its pages, the reader becomes an agent of change, armed with insights into life sciences, physical sciences, engineering, mathematics, computer science, and health sciences. Through a transdisciplinary lens, the book illuminates a path toward a more inclusive and equitable future.
Author: McClean, Marva
Publisher: IGI Global
ISBN: 1668473801
Category : Education
Languages : en
Pages : 297
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Book Description
In the current state of global upheaval with the rallying call for human rights and justice for people who have been historically marginalized, the curriculum must be decolonized to ensure that children identified as marginalized and at risk are receiving an equitable education that is based on respect and acceptance of their cultural heritage as well as their human rights. The Struggle for Justice, Equity, and Peace in the Global Classroom investigates the global classroom as a site of transformation for educators who dare to take action to replace oppressive and repressive practices with emancipatory strategies grounded in critical consciousness. The book’s contents convey the pluralism that defines America and the world, investigating how educators can re-envision the future through an engagement with the past and an understanding of how the historical continuities of racial intolerance and social injustice continue to impact classroom teaching and the outcomes of children whose lives are shaped by the aftermath of slavery and oppression. Covering topics such as colonial education, inclusive classrooms, and student agency, this premier reference source is an excellent resource for teachers, school administrators, literary scholars, community activists, teacher educators, preservice teachers, researchers, and academicians.
Author: Alotumi, Mohialdeen
Publisher: IGI Global
ISBN: 1668485478
Category : Education
Languages : en
Pages : 271
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Book Description
Teaching English, or any other language, in the 21st century requires teachers to be competent in using computer-assisted language learning (CALL) to alleviate learning of subject matter and assess methods of instruction in different contexts. To be CALL competent, English as a foreign language (EFL) teachers should have acquired the seven subdomains of technological, pedagogical, and content knowledge (TPACK) regarding their subject matter before going into their teaching practice. As the learning environment evolves, technology plays a crucial role, so EFL teachers need to be well-prepared to deal with it. Therefore, English language teacher education (ELTE) should bear the onus of acquainting student teachers with all the necessary knowledge domains connecting content, pedagogy, and technology. Integrating TPACK and CALL in English Language Teaching presents the EFL context of the world and examines the underpinnings of ELTE and its connection to technology. It emphasizes that current EFL student teachers in the ELTE programs across the world should be empowered with TPACK applicable to their subject matter to integrate CALL effectively into prospective instruction. Besides foregrounding current challenges and exploring germane research in the world, the book provides an insightful examination of the field of CALL. Covering topics such as English language teacher education (ELTE), computer-assisted language learning (CALL), and EFL TPACK, this premier reference source is ideal for professionals, researchers, policymakers, and executives concerned with implementing technology integration in EFL teacher education programs.
Author: Bartlett, Michelle
Publisher: IGI Global
ISBN:
Category : Education
Languages : en
Pages : 303
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Book Description
Amidst the escalating demand for online education, the issue of inclusivity in digital learning environments has become increasingly prominent. The main challenge is to guarantee equitable access to effective educational experiences for learners with diverse backgrounds, abilities, and learning preferences. Traditional educational approaches prove inadequate in addressing the varied needs of students in the digital age, signaling an urgent need for a transformative shift. It's in this context thatUnlocking Learning Potential With Universal Design in Online Learning Environments emerges as a guide, poised to confront these challenges and pave the way for a more inclusive educational landscape. Unlocking Learning Potential With Universal Design in Online Learning Environments not only highlights challenges but provides its readers with a variety of solutions. Each chapter unveils real case studies, research findings, and best practices, from historical contexts and the evolution of UDL to addressing diverse learner needs in the digital age. The book also doesn't shy away from challenges, offering solutions for overcoming resistance and barriers. It concludes with a visionary outlook on the future of UDL in online education, compelling readers to reflect on their UDL journey and take a resounding call to action for inclusive online education. The book is the roadmap to a more equitable and engaging online education landscape.
Author: Santally, Mohammad Issack
Publisher: IGI Global
ISBN: 1668449412
Category : Education
Languages : en
Pages : 252
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Book Description
In the past, the process of developing an interactive digital learning resource required content developers, technology experts, and learning designers to work together. As such, the process was time consuming and expensive. Now there are new tools that do not require advanced mastery of ICTs for the development of digital learning resources. Such tools allow the reduction of costs and timelines of development. The rapid e-learning method helps to decentralize curriculum digitization and empower teachers to embrace technology to develop and share resources among peers. Implementing Rapid E-Learning Through Interactive Materials Development provides a relevant theoretical foundation for the design and development of interactive learning materials using the rapid e-learning method. It draws on research, case studies, and reports from different contextual applications of the methods, challenges, and learning experiences of students. Covering topics such as goal-oriented design, quality assurance, and rapid game development, this premier reference source is an essential resource for multimedia developers, IT professionals, learning designers, educators and administrators of both K-12 and higher education, pre-service teachers, teacher educators, librarians, researchers, and academicians.
Author: Gierhart, Aaron R.
Publisher: IGI Global
ISBN:
Category : Education
Languages : en
Pages : 249
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Book Description
Pedagogical research faces a challenge in acknowledging and integrating the valuable insights provided by narrative inquiries, particularly those centered around educators' tipping points. Despite the richness of these narratives in understanding pedagogy, there exists a bias towards traditional, quantitative research methods, leading to limited recognition and acceptance of qualitative studies. This lack of acceptance poses a barrier to leveraging the authentic experiences of educators for designing effective professional development and teacher education opportunities. The key challenges include the undervaluation of narrative inquiries, concerns about generalizability, the need to balance authenticity with research rigor, and the restricted influence on professional development due to the limited integration of narratives into the research base. Addressing these challenges is crucial for fostering a more holistic understanding of pedagogical development and improving the quality of teacher education. Inquiries of Pedagogical Shifts and Critical Mindsets Among Educators delves into unexplored pedagogy through a compendium of original research studies. The focus is on narrative inquiries, case studies, and phenomenological investigations, offering a nuanced understanding of pedagogical shifts and critical mindsets among P-16 educators. Inspired by Novoa's conceptualization of "Tipping Points," the book unfolds the narratives and lived experiences that propel educators toward transformative shifts in their teaching methodologies.
Author: Bell, Jeremy
Publisher: IGI Global
ISBN: 166846425X
Category : Education
Languages : en
Pages : 295
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Book Description
It is imperative in today’s educational environment that educators are prepared to utilize assistive technology to support all learners and provide them with the best education possible. In order to ensure assistive technology is used appropriately, further study on the best practices, strategies, and tactics of implementation is required. Using Assistive Technology for Inclusive Learning in K-12 Classrooms highlights the need and use of assistive technology in special education and provides pre-service teachers in regular and special education programs with research-based methods and materials to promote a more inclusive environment for students with disabilities. Covering key topics such as educational technology, special needs, and teaching methods, this premier reference source is ideal for industry professionals, policymakers, administrators of both K-12 and higher education, researchers, scholars, academicians, pre-service teachers, teacher educators, instructional designers, practitioners, instructors, and students.
