Subjects -> EDUCATION (Total: 2346 journals)
    - ADULT EDUCATION (24 journals)
    - COLLEGE AND ALUMNI (10 journals)
    - E-LEARNING (38 journals)
    - EDUCATION (1996 journals)
    - HIGHER EDUCATION (140 journals)
    - INTERNATIONAL EDUCATION PROGRAMS (4 journals)
    - ONLINE EDUCATION (42 journals)
    - SCHOOL ORGANIZATION (14 journals)
    - SPECIAL EDUCATION AND REHABILITATION (40 journals)
    - TEACHING METHODS AND CURRICULUM (38 journals)

HIGHER EDUCATION (140 journals)                     

Showing 1 - 141 of 141 Journals sorted alphabetically
+E Revista de Extensión Universitaria     Open Access   (Followers: 1)
Academic Leadership Journal     Open Access   (Followers: 33)
Academic Leadership Journal in Student Research     Open Access   (Followers: 4)
African Journal of Teacher Education     Open Access   (Followers: 4)
AISHE-J: The All Ireland Journal of Teaching and Learning in Higher Education     Open Access   (Followers: 19)
Ámbito Investigativo     Open Access   (Followers: 9)
American Journal of Engineering Education     Open Access   (Followers: 13)
Arab Journal For Quality Assurance in Higher Education     Open Access  
Arquivos do Museu Dinâmico Interdisciplinar     Open Access  
Asian Association of Open Universities Journal     Open Access   (Followers: 1)
AUDEM : The International Journal of Higher Education and Democracy     Full-text available via subscription   (Followers: 12)
Aula Universitaria     Open Access  
Bangladesh Journal of Medical Education     Open Access   (Followers: 1)
Campus Virtuales     Open Access   (Followers: 3)
Canadian Medical Education Journal     Open Access   (Followers: 11)
Canadian Perspectives on Academic Integrity     Open Access  
Chronicle of Higher Education     Full-text available via subscription   (Followers: 31)
College Student Journal     Full-text available via subscription   (Followers: 7)
Critical Studies in Teaching and Learning (CriSTaL)     Open Access   (Followers: 16)
Educate~     Open Access   (Followers: 4)
Educational Research in Medical Sciences Journal     Open Access   (Followers: 4)
EDUMECENTRO     Open Access  
ENGEVISTA     Open Access  
Enhancing Learning in the Social Sciences     Open Access   (Followers: 7)
Ethics in Science and Environmental Politics     Hybrid Journal   (Followers: 5)
European Journal of Higher Education     Hybrid Journal   (Followers: 57)
Excellence in Higher Education     Open Access   (Followers: 40)
Extensión en red     Open Access  
Formación Universitaria     Open Access   (Followers: 4)
Higher Education Evaluation and Development     Open Access   (Followers: 8)
Higher Education for the Future     Full-text available via subscription   (Followers: 8)
Higher Education of Social Science     Open Access   (Followers: 5)
Higher Education Pedagogies     Open Access   (Followers: 20)
Higher Education Studies     Open Access   (Followers: 58)
Higher Education, Skills and Work-based Learning     Hybrid Journal   (Followers: 41)
Higher Learning Research Communications     Open Access   (Followers: 8)
Högre utbildning     Open Access  
Informing Faculty (IF)     Open Access   (Followers: 1)
Ingeniería Mecánica     Open Access   (Followers: 3)
Innovation in Teaching and Learning in Information and Computer Sciences     Open Access   (Followers: 5)
Integración y Conocimiento     Open Access  
International Journal for Educational Integrity     Open Access   (Followers: 2)
International Journal for Students as Partners     Open Access   (Followers: 1)
International Journal of African Higher Education     Open Access  
International Journal of Doctoral Studies     Open Access   (Followers: 6)
International Journal of Educational Technology in Higher Education     Open Access   (Followers: 28)
International Journal of Engineering Pedagogy     Open Access  
International Journal of Higher Education     Open Access   (Followers: 56)
International Journal of Higher Education and Sustainability     Hybrid Journal   (Followers: 5)
International Journal of Kinesiology in Higher Education     Hybrid Journal   (Followers: 1)
International Journal of STEM Education     Open Access   (Followers: 10)
International Journal of the First Year in Higher Education     Open Access   (Followers: 5)
International Research in Higher Education     Open Access   (Followers: 5)
Interpreter and Translator Trainer     Hybrid Journal   (Followers: 4)
ISAA Review     Full-text available via subscription   (Followers: 1)
J3eA     Open Access   (Followers: 2)
Jesuit Higher Education : A Journal     Open Access  
Journal for Education in the Built Environment     Open Access   (Followers: 3)
Journal for the Study of Postsecondary and Tertiary Education     Open Access  
Journal of Academic Writing     Open Access   (Followers: 4)
Journal of Advanced Academics     Hybrid Journal   (Followers: 9)
Journal of Applied Research in Higher Education     Hybrid Journal   (Followers: 49)
Journal of Biomedical Education     Open Access   (Followers: 2)
Journal of Collective Bargaining in the Academy     Open Access   (Followers: 1)
Journal of College Counseling     Partially Free   (Followers: 4)
Journal of College Teaching & Learning     Open Access   (Followers: 13)
Journal of Community Engagement and Higher Education     Open Access   (Followers: 12)
Journal of Critical Scholarship on Higher Education and Student Affairs     Open Access   (Followers: 2)
Journal of Learning Development in Higher Education     Open Access   (Followers: 38)
Journal of Microbiology & Biology Education     Open Access   (Followers: 7)
Journal of Nursing Education and Practice     Open Access   (Followers: 24)
Journal of Perspectives in Applied Academic Practice     Open Access   (Followers: 7)
Journal of Praxis in Higher Education : JPHE     Open Access   (Followers: 6)
Journal of Problem Based Learning in Higher Education     Open Access   (Followers: 11)
Journal of Science and Research     Open Access   (Followers: 2)
Journal of Service-Learning in Higher Education     Open Access   (Followers: 1)
Journal of Student Affairs in Africa     Open Access   (Followers: 1)
Journal of Student Engagement : Education Matters     Open Access   (Followers: 11)
Journal of Student Financial Aid     Open Access  
Journal of Teacher Education for Sustainability     Open Access   (Followers: 23)
Journal of Teaching and Learning for Graduate Employability     Open Access   (Followers: 1)
Journal of Technology and Science Education     Open Access   (Followers: 15)
Journal of the European Honors Council     Open Access  
Journal of University Teaching & Learning Practice     Open Access   (Followers: 44)
Journal of Veterinary Medical Education     Partially Free   (Followers: 11)
Journal of Women and Gender in Higher Education     Hybrid Journal   (Followers: 2)
Kentucky Journal of Excellence in College Teaching and Learning     Open Access   (Followers: 5)
Kentucky Journal of Higher Education Policy and Practice     Open Access   (Followers: 3)
Land Forces Academy Review     Open Access  
Maine Policy Review     Open Access   (Followers: 2)
Makerere Journal of Higher Education     Full-text available via subscription   (Followers: 2)
Marketing Education Review     Full-text available via subscription   (Followers: 6)
Marketing of Scientific and Research Organizations     Open Access  
Medical Teacher     Hybrid Journal   (Followers: 60)
Merrill Series on The Research Mission of Public Universities     Open Access  
National Teaching & Learning Forum The     Hybrid Journal  
Nauka i Szkolnictwo Wyższe     Open Access  
New Directions for Student Leadership     Hybrid Journal   (Followers: 4)
New Directions in the Teaching of Physical Sciences     Open Access   (Followers: 2)
Nordic Journal of Information Literacy in Higher Education     Open Access   (Followers: 24)
Nursing Education Perspectives     Hybrid Journal   (Followers: 19)
OUSL Journal     Open Access  
Papers in Postsecondary Learning and Teaching     Open Access  
Pedagogia Social. Revista Interuniversitaria     Open Access   (Followers: 1)
Pédagogie Médicale     Full-text available via subscription   (Followers: 2)
Perspectiva Educacional     Open Access   (Followers: 2)
Planet     Open Access   (Followers: 4)
Policy Reviews in Higher Education     Hybrid Journal   (Followers: 3)
Practical Assessment, Research, and Evaluation     Open Access  
PRISM : A Journal of Regional Engagement     Open Access   (Followers: 1)
Prompt : A Journal of Academic Writing Assignments     Open Access  
Recherche & formation     Open Access   (Followers: 1)
Recruiting & Retaining Adult Learners     Hybrid Journal   (Followers: 2)
Research Ethics     Open Access   (Followers: 8)
Research Integrity and Peer Review     Open Access  
Revista d'Innovació Docent Universitària     Open Access  
Revista de Ensino em Artes, Moda e Design     Open Access  
Revista de la Universidad de La Salle     Full-text available via subscription   (Followers: 9)
Revista Digital de Investigación en Docencia Universitaria     Open Access  
Revista Electronica Interuniversitaria de Formacion del Profesorado     Open Access  
Revista Gestão Universitária na América Latina - GUAL     Open Access  
Revista Interuniversitaria de Formacion de Profesorado     Open Access  
RT. A Journal on Research Policy and Evaluation     Open Access   (Followers: 2)
RU&SC. Revista de Universidad y Sociedad del Conocimiento     Open Access   (Followers: 1)
Strategic Enrollment Management Quarterly     Full-text available via subscription   (Followers: 3)
Student Engagement in Higher Education Journal     Open Access   (Followers: 6)
Student Journal of Professional Practice and Academic Research     Open Access  
Student Success : A journal exploring the experiences of students in tertiary education     Open Access   (Followers: 15)
Summer Academe : A Journal of Higher Education     Open Access  
Tartu Ülikooli ajaloo küsimusi     Open Access   (Followers: 1)
Teaching and Learning Inquiry : The ISSOTL Journal     Full-text available via subscription   (Followers: 17)
The Qualitative Report     Open Access   (Followers: 1)
Transformation in Higher Education     Open Access   (Followers: 4)
Trayectorias Universitarias     Open Access  
Triple Helix     Open Access   (Followers: 2)
Uniped     Open Access  
Universidad en Diálogo : Revista de Extensión     Open Access  
Universidades     Open Access  
Widening Participation and Lifelong Learning     Hybrid Journal   (Followers: 20)
Women in Higher Education     Hybrid Journal   (Followers: 6)
Университетское управление: практика и анализ     Open Access  

           

Similar Journals
Journal Cover
Higher Education for the Future
Number of Followers: 8  
 
  Full-text available via subscription Subscription journal
ISSN (Print) 2347-6311 - ISSN (Online) 2348-5779
Published by Sage Publications Homepage  [1174 journals]
  • Experiences of Students with Disabilities in Indian Higher Education: An
           Interpretative Phenomenological Study

    • Free pre-print version: Loading...

      Authors: Afaq Ahmad Mir, Abdul Waheed
      Abstract: Higher Education for the Future, Ahead of Print.
      Using interpretative phenomenological approach, this article aims to explore the experiences of students with disabilities within the context of their higher education in India. The study aims to understand the question of inclusive education of the disabled students and discusses the challenges and opportunities these students face within universities. The findings are drawn from qualitative data collected from 24 participants using semi-structured interviews. The results revealed complex accounts on specific issues such as perceptions about inclusive education, infrastructure accessibility, physical access, institutional support networks and issues of teacher’s attitude towards learning. The findings reveal that disabled students face lot of challenges while accessing higher education in Indian universities. We also found that students with disabilities are capable of dialogue about the challenges faced by proposing suggestions/alternatives for the future development of their education. In conclusion, the findings suggest that to be inclusive, institutions need to reconsider and reframe their inclusive policies and practices and eliminate the barriers that hinder the participation and learning of students at the university level.
      Citation: Higher Education for the Future
      PubDate: 2022-08-01T11:57:46Z
      DOI: 10.1177/23476311221111442
       
  • The Boosters That Foster Creativity-Competencies Among MBA Students:
           Identifying and Modelling the Relationships

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      Authors: Jayanti Mahadevappa Belur, S. V. Patil, Shashidhar Mahantshetti, Sagar Patil
      Abstract: Higher Education for the Future, Ahead of Print.
      The higher education system, particularly management education institutions (MEIs), is recognized as a significant source of creative talent for organizations. Organizations have to carefully select the necessary talent from MEIs. In this light, MEIs would seek to maximize their students’ creativity competencies. This exploratory research study identifies the significant boosters of creativity-competencies employing a sample survey among 269 student-respondents on the verge of completing their MBA programmes. The relationships between the identified boosters were modelled using structural equation modelling.The study found that adaptive-thinking and teamwork serve as the foundation for various other competencies, eventually fostering creativity competencies among the MBA students. The study restricts the assessment of creativity competencies concerning selected MBA institutions.The model created will serve as the basis for developing creativity-competencies in management education. This study is new to examine the relationship among the individual competencies and traits boosting the creativity competencies and test the model in MEIs.
      Citation: Higher Education for the Future
      PubDate: 2022-07-26T07:25:38Z
      DOI: 10.1177/23476311221108228
       
  • Deserts and Oases: Geospatial Analytics of Higher Education Access

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      Authors: Manulal P. Ram, Deepika Lakshman, A.N. Manoharan, Resmi Varghese
      Abstract: Higher Education for the Future, Ahead of Print.
      Despite the high level of literacy, near universal enrolment in elementary education, and higher indices of social and human development among Indian States, Kerala has not made an impressive headway in higher education. Several studies show that there is ubiquitous relationship between ‘place’ and educational opportunities. Learners’ choice in enrolling to a programme and or an institution of study is largely driven by the geography and physical access to these institutions. This aspect has been widely covered in the Western context, but there are not many studies in the Indian context, especially so in Kerala. In this article, we propose a spatial-metric tool to assess disparity in educational opportunities by assigning a fixed dimension to define the ‘catchment’ area of an institution. We integrated our results with a model of higher education opportunity markets proposed in earlier studies for better understanding. This provides information about the graded nature in the choice of opportunities available in a region and its spatial distribution. Such regions are further classified as regions of negligible opportunities (education deserts) and abundant opportunities (education oases). The spatial-analytical tool proposed here can be recreated and applied across different regions employing various socio-economic and other relevant components of interest. This can have significant implications in educational planning and administration of a region.
      Citation: Higher Education for the Future
      PubDate: 2022-07-25T09:46:45Z
      DOI: 10.1177/23476311221109324
       
  • 5-ASEAN Countries and China on Education and Economic Growth: A Vector
           Error Correction Analysis

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      Authors: Ronaldo R. Cabauatan
      Abstract: Higher Education for the Future, Ahead of Print.
      This study estimates the impact of education sector of the 5-ASEAN members and China in the long-run. This study also examines the long-run relationship of the education sector and the economy. This compares the number of enrollees in the 5-ASEAN countries plus China. Having the 2015 ASEAN integration, it is important to determine the contribution of education to the economy. This study determines the causality between the education enrollees and real GDP in 5-ASEAN countries plus China. This study also used the structural stability test to examine the stability of the coefficients of the model between different time periods as this will provide insights concerning the stability or consistency despite the economic environment in previous years. The study made used of the specification error test to determine if there is specification error in the results. The study also used the unit root test in determining the stationarity of the time series data that may result to spurious regression output. The study used White heteroskedasticity test to determine if the variance of the residual is constant, unbiased and no outliers.
      Citation: Higher Education for the Future
      PubDate: 2022-07-12T09:54:10Z
      DOI: 10.1177/23476311221107210
       
  • Trends of Shifting Role of University Education towards
           University–Industry Relations

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      Authors: Sasiprova Machahary, Amar Upadhyaya
      Abstract: Higher Education for the Future, Ahead of Print.
      The increasing nature of global knowledge has made higher education move to a closer relationship with the industries. Universities in India have been given paramount importance for the country’s development; hence, recommendations were forwarded by various educational commissions and policies to focus on university–industry relations (UIR). The article attempts to understand UIR by highlighting its opportunities and challenges. The present article studied the recommendation of policy documents of higher education in India on UIR in the post-independence period, focusing on the roles of university education. The documents in this article include the reports of various educational commissions, namely the University Education Commission 1948–49, the Education Commission of 1964–66 and the National Knowledge Commission of 2005 and also the documents of significant educational policies of India, namely the National Policy on Education 1968, National Policy on Education 1986 and National Education Policy 2020. Documents analysis as a method was used to understand the recommendation on UIR. The growing concern of university–industry collaboration can be seen in policy documents.
      Citation: Higher Education for the Future
      PubDate: 2022-07-07T11:55:24Z
      DOI: 10.1177/23476311221108230
       
  • How Relevant Is Cultural Dimensions Theory' An Empirical Study of Sri
           Lankan Undergraduate Business and Management Students

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      Authors: David William Stoten
      Abstract: Higher Education for the Future, Ahead of Print.
      Research undertaken has reported profound differences in the studying practices of students across the globe. This research has ascribed difference to cultural dimension theory and the idea that there are clear differences in the way that certain societies approach teaching and learning. Cultural dimension theory has contributed to the bifurcation of learning into convenient classifications. ‘Asian’ practices have been described as excessively teacher-centred and preoccupied with knowledge transmission, whereas teaching and learning in western societies is portrayed as being more student-centred and knowledge creation. The purpose of this article is to test these generalizations through empirical research with reference to Sri Lankan students enrolled onto a blended degree in Business and Management. The principal research question for this research is as follows: In what ways do national culture influence study behaviours of Sri Lankan management students' The findings suggest that instead of accepting stereotypes of students, we should search for a deeper understanding of how, as individuals, contemporary students learn.
      Citation: Higher Education for the Future
      PubDate: 2022-07-06T03:51:38Z
      DOI: 10.1177/23476311211052117
       
  • Future Higher Education

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      Authors: Rajan Gurukkal
      Pages: 7 - 7
      Abstract: Higher Education for the Future, Volume 9, Issue 1, Page 7-7, January 2022.

      Citation: Higher Education for the Future
      PubDate: 2021-12-13T05:30:28Z
      DOI: 10.1177/23476311211063698
      Issue No: Vol. 9, No. 1 (2021)
       
  • A Systematic Approach for Assessment of Attainment in Outcome-based
           Education

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      Authors: S. Amirtharaj, G. Chandrasekaran, K. Thirumoorthy, K. Muneeswaran
      Pages: 8 - 29
      Abstract: Higher Education for the Future, Volume 9, Issue 1, Page 8-29, January 2022.
      The capabilities expected to be attained by learners, after learning a course or programme, are called course outcomes (CO) and programme outcomes (PO), respectively. The objectives of outcome-based education (OBE) are to ensure realization of grooming graduates with all the theoretical, practical and soft skills required to make them competent and industry-ready professionals. This article discusses the implementation of an assessment system for analysing the attainment of outcomes in OBE. It is a web-based application for evaluating the attainment of COs, POs and programme educational objectives (PEOs) in institutions of higher learning. Recently, OBE and choice-based credit system (CBCS) have become prevalent in institutions of higher learning. The significance and benefits of OBE and CBCS are recognized by all stakeholders, including accrediting agencies. The process for establishing and refining, the vision and mission of the institution, vision and mission of the department offering the programme, COs, POs and PEOs are discussed. The procedure and rubrics for assessing the attainment of the outcomes are also discussed. Accreditation is an honouring mechanism used to assess the standards and quality of the education offered by a programme to a student at an institution of higher learning. The article discusses a systematic approach for assessment of attainment of outcomes by graduates of a programme in an autonomous engineering college following OBE with CBCS.
      Citation: Higher Education for the Future
      PubDate: 2021-12-13T05:29:28Z
      DOI: 10.1177/23476311211017744
      Issue No: Vol. 9, No. 1 (2021)
       
  • Improving Integrity in CS1 Course Using Formative Assessment and Version
           Control Tools

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      Authors: Srinivasan Lakshminarayanan, N. J. Rao
      First page: 30
      Abstract: Higher Education for the Future, Ahead of Print.
      There are many grey areas in the interpretation of academic integrity in the course on Introduction to Programming, commonly known as CS1. Copying, for example, is a method of learning, a method of cheating and a reuse method in professional practice. Many institutions in India publish the code in the lab course manual. The students are expected to practice the programs in the manual and write them in the final examination without looking at the reference code. Many institutions apportion some marks for copying the program from the manual to record books. The system thus, inherently encourages copying. The student listens to the program’s explanation in the lecture, practices the same program in the lab, writes the same program in the record book and again studies the same program for the final examination conducted at the end of the semester. This process facilitates students, to some extent, to understand the concepts. However, a significant disadvantage of this system is that most students do not acquire the ability to write programs for authentic tasks. In the context of very rigid laboratory protocols that exist in CS1 courses across most of the Institutes in India, an additional lab protocol that focuses on students’ integrity can potentially improve the quality of learning. This article presents a method of using technology tools to improve integrity without disturbing the existing system.
      Citation: Higher Education for the Future
      PubDate: 2021-08-27T06:41:17Z
      DOI: 10.1177/23476311211031876
       
  • Beyond Bloom’s Taxonomy: Emergence of Entrepreneurial Education

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      Authors: Varghese Panthalookaran
      First page: 45
      Abstract: Higher Education for the Future, Ahead of Print.
      Twenty years have elapsed since the publication of the Revised Bloom’s Taxonomy (RBT) in 2001, which has established itself as a major tool for defining the objectives of educational programs worldwide. It is, however, high time to revisit the efficacy of RBT in defining educational objectives of the digital natives. The current article initiates a discussion on an entrepreneurial mode of education, which requires learners to venture beyond the paradigms of RBT. The article is meant to catalyze educational reforms in tune with the anticipated life and work spaces of the age of information and digitalization. It follows a visionary approach and project future scenarios, accounting for the rationale behind those predictions. The article concludes that the digital natives will have to develop a new set of skills that equip them to venture into a holistic and integrated thinking style, which it names as grey/fuzzy thinking and white/fractal thinking, respectively. The conclusions drawn in the article require further validations from field experiments. With those validations, the insights of this article could pave way for a radical transformation of education sector worldwide, bringing about an entrepreneurial paradigm shift in its conception and conduct.
      Citation: Higher Education for the Future
      PubDate: 2021-10-12T09:57:14Z
      DOI: 10.1177/23476311211046176
       
  • Idea of Pandemic-Pedagogy: Reflexive Rumination on Teaching and Learning
           Practices

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      Authors: Dev Nath Pathak
      First page: 62
      Abstract: Higher Education for the Future, Ahead of Print.
      Lately, the debates on teaching-practices in the online mode have given grounds to ask a fundamental question, does pedagogy really matter' For educationists, it surely does. But, what idea of pedagogy prevails upon the pedagogues, the teachers, techno-managerial professors, particularly in the higher education' This article rummages through the contemporary milieu that solicits debate on the idea of pedagogy, by and large marginal in the teaching practices in higher education. The structural academic Brahmanism of the ‘old normal’ has been melodramatically palpable in the time of ‘new normal’ too. In the academic years during the COVID-19 pandemic, a phenomenology of teaching practices occasions a polemical realization about limits and possibilities of pedagogy.
      Citation: Higher Education for the Future
      PubDate: 2021-10-11T05:12:25Z
      DOI: 10.1177/23476311211046184
       
  • The Effect of Autonomy on University Rankings in Germany, France and China

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      Authors: Anh Ngoc Mai
      First page: 75
      Abstract: Higher Education for the Future, Ahead of Print.
      As previous research has not addressed the relationship between university autonomy and university rankings within countries where the state control model is used, this study explores universities’ strategies to achieve top university rankings in accordance with their autonomous rights and financial as well as political support. Specifically, this article examines the similarities and differences in university autonomy across Germany, France, and China. The results provide a clarified picture for university leaders in other countries to comprehensively understand these elite universities' effective strategies. The findings also reveal that the strategies to obtain a high position in the university league tables differ across the three countries, due to differences in cultural and national characteristics. Despite these differences, the selected countries broadened their procedural and substantive autonomy, used financial incentives to attract outstanding scholars and researchers to improve research capacities, and obtained political and financial support from their governments.
      Citation: Higher Education for the Future
      PubDate: 2021-10-11T04:36:59Z
      DOI: 10.1177/23476311211046178
       
  • Enabling Social Justice from Within: Reflections on the Student Voice,
           Pedagogy of Consciousness and the Idea of the University in Democracy

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      Authors: Monika Maini
      First page: 93
      Abstract: Higher Education for the Future, Ahead of Print.
      The incidences of suicides by students from marginalized communities at Indian public universities indicate that the structural reforms have been insufficient in bringing social justice at universities and the situation demands a change in cognitive structures and processes that can mobilize shift towards just relations at the universities. This article aims to reflect upon pedagogy of consciousness developed by Paulo Freire and argue for its adoption by teachers to develop student voice that has the potential to bring social justice from within the universities. Following the interpretivist paradigm, the idea of the university given by Kant is explored to locate student voice and social justice within the framework of universities. The idea though places voice at core of university teaching learning process, limits its democratic potential by assuming apolitical role of the universities. Therefore, the author elaborates upon pedagogy of consciousness by Paulo Freire, to bring out its relevance in developing voice for social justice and rethinking the idea of the university. Through the analysis of in-depth interviews conducted with teachers and students at University of Delhi, the voices of students citing incidences of structural as well as epistemic injustice in the University are highlighted to develop the link between theory and practice. These voices point towards lack of spaces for expression of dissenting voices and understanding of these voices by teachers and students from privileged backgrounds. The article concludes with illustrating, how pedagogy of consciousness can develop this consciousness enabling praxis of transformation that brings political dissenting voices to the core of the idea of the university in democracy.
      Citation: Higher Education for the Future
      PubDate: 2021-10-13T03:21:53Z
      DOI: 10.1177/23476311211047738
       
  • Learning Management System for Greater Learner Engagement in Higher
           Education—A Review

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      Authors: Parimala Veluvali, Jayesh Surisetti
      First page: 107
      Abstract: Higher Education for the Future, Ahead of Print.
      Online education helped resume learning that had come to a momentary and uncertain pause with the onset of COVID-19 pandemic across the globe. Since then, learning in many educational institutions continued through synchronous and asynchronous modes, with teaching being undertaken remotely on digital platforms. In this large-scale migration towards online mode of curriculum delivery induced by the pandemic, the institutional learning management system (LMS) had a critical role to play in ensuring uninterrupted learning and student engagement. By drawing heavily from extant works, learnings from MOOC platforms, observations from the LMS applications in corporate training, the present article synthesis the extant literature on how the effective use of LMS can make the learning process interactive, student centric, catering to the needs of diverse learners in higher education.
      Citation: Higher Education for the Future
      PubDate: 2021-10-27T11:47:43Z
      DOI: 10.1177/23476311211049855
       
 
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