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The document discusses university extension work, which involves engaging communities outside universities through activities like knowledge transfer and strengthening community development. It notes that extension work is important for universities and development, but faces constraints like lack of funding, resources, and trained staff. The ACU aims to address these issues through its extension network, which connects extension professionals across universities.
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Key Message: We need an open peer-to-peer network to connect the stakeholders (e.g. Bitcoin), create synergies from the dispersed resources (e.g. BOINC), and multiply the opportunities along the chain. We need the Open Source University of the future.
The Students' Journey with Technology Enhanced Learning
This document discusses using technology enhanced learning (TEL) to support students throughout their academic journey. It outlines a student lifecycle model with stages including preparation, transition, progression/support, and moving on. Examples are provided of how TEL can aid each stage, such as using social media for recruitment, online resources for transition support, and skills tracking for progression. While technology is not a complete solution, the document argues that used strategically it can help institutions engage more students and personalize support. Face-to-face interaction is still important, but technology can reach more learners and help them stay connected to resources and each other.
Social Media used as part of Co-Created Undergraduate Learning
The project is now in its third year of supporting the development of a new BSc in Business Management degree at the University of Southampton. It aims to enhance the curriculum and learning experience for first and second year students through co-created and technology-enabled approaches. This includes using social media and a variety of digital tools to build a learning community, deliver blended modules, and provide pre-sessional activities. The co-creation team now includes 20 students and 4 staff members. Feedback from students has been positive about increased engagement, but challenges remain around logistics, governance, and external reception of the innovative teaching methods. Going forward, the project aims to further increase digital literacy and social media integration into the degree program.
Sknightstudentsaspartners uuk
This document summarizes a presentation about how staff-student partnerships are driving institutional change. It discusses the benefits of student-staff partnerships, provides examples of successful partnerships from various universities, and outlines challenges to establishing partnerships and a vision for their role in higher education by 2020. Key points discussed include gaining buy-in, demonstrating impact, integrating partnerships into strategies and policies, and ensuring partnerships continue beyond individual projects.
Transaction or transformation
The document discusses the tension modern universities face in balancing student consumer demands with their commitment to intellectual transformation. It explores how the view of higher education as a private investment focusing on employability clashes with ideas of universities providing public good. While metrics like the National Student Survey emphasize student satisfaction, universities aim to cultivate critical thinking through challenges. The document advocates for pedagogical reforms, use of technology, and leadership emphasizing shared strategic purpose to bridge these perspectives.
SOWT analysis on IIUC
The document discusses a SWOT analysis of the International Islamic University Chittagong (IIUC).
The strengths include an affordable location, small class sizes, experienced faculty and staff, quality facilities and infrastructure, and established academic programs. Weaknesses include low staff retention, inadequate research culture, and limited campus activities.
Opportunities include expanding internationalization, diversifying revenue sources, and developing partnerships. Threats include inappropriate funding, increased competition from other universities, and potential loss of prominent faculty.
Solving the TEF Through Student Centricity
The document discusses strategies for improving student retention and success through a student-centric approach. It argues that universities should orient resources, people and processes around the potential impact on students. This means nurturing a sense of belonging, making it easy for students to connect with support systems, and identifying disengaged students through analytics. Specific tactics proposed include personalized alerts and success networks, integrated appointment booking, and custom reporting to flag at-risk students. Case studies show improvements in retention rates, faculty participation in early alerts, and graduation rates at institutions that adopted these student-centric strategies.
تواصل
The document summarizes an intercultural student exchange program in Galway, Ireland that focused on service learning, civic engagement, and intercultural interaction.
The program aimed to provide opportunities for students to apply their knowledge through community service placements, develop skills like teamwork and leadership, and promote cross-cultural understanding. Students engaged in workshops and reflections on key concepts of service learning and civic engagement.
Through their community placements at organizations like the Galway Traveller Movement, students gained hands-on experiences that supported their personal and academic growth. They explored how to combine community needs with academic goals and incorporate diverse perspectives.
The document discusses hopes to expand service learning programs at participating universities, such as through a
Utrecht sb- parallel workshops list
This document provides information on 6 parallel workshops being held on July 17th from 11:00 to 12:30 as part of Series B.
1. The first workshop will discuss lessons learned from an OECD study on how higher education institutions contribute to regional development, focusing on rapidly developing economies and city regions.
2. The second workshop will analyze how existing or new institutional governance structures and management practices respond to accountability and risk management requirements in the context of increased institutional autonomy.
3. The third workshop will introduce the newly launched UNESCO-World Bank Initiative for Quality Assurance Capacity and allow participants to discuss its objectives and achievements.
4. The fourth workshop will examine key characteristics of universities
Utrecht prog ws series_b
This document provides information about 8 parallel workshops that will take place on Thursday July 17 from 11:00 to 12:30 as part of a series.
The workshops will cover the following topics:
1) The role of universities in regional development.
2) Accountability and risk management with increased institutional autonomy.
3) International cooperation for quality assurance capacity building.
4) Emerging opportunities and challenges in cross-border higher education.
5) The impact of open education resources based on research.
6) Teaching and learning for cultural diversity locally and globally.
7) National strategies and international trends in global student mobility.
8) The future of research in higher education.
Institute for Women in Higher Education
The document summarizes participant Wilma L. Jones' report on her experience at the Summer Institute for Women in Higher Education. The Institute aims to improve representation of women in middle and executive levels of higher education administration. It provides 74 participants from the US and Canada with skills training focused on academic management, external trends, institutional management, and professional development. Jones gained a broader understanding of higher education leadership and administration. She recommends continuing professional development opportunities and promoting diversity at her institution.
7 national higher education policies towards asean community by 2015 v2
The document discusses national higher education policies in Southeast Asian countries towards achieving the goals of the ASEAN Community by 2015. It outlines the three pillars of the ASEAN Community - political and security, economic, and socio-cultural. It then summarizes higher education trends in individual Southeast Asian countries and common challenges faced in the region. Finally, it proposes future policy discussions and regional strategies to address issues around quality assurance, research, cross-border education, and sustainable development.
....Topic 2a extension as a function of suc
This document discusses the extension function as one of the major roles of a university. It defines extension as activities provided by a university to outside clients that involve initiating, catalyzing and sustaining community development. The key goals of extension are outlined as poverty alleviation, food security, sustainable development and empowerment. Guidelines for developing university extension projects include establishing an extension office, conducting needs assessments, training extension workers, and strengthening partnerships between departments.
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- 1. Extension Work and the Dissemination of Research Outputs Dr John Kirkland Deputy Secretary General Presentation to DFID Seminar on Communication of Research for Uptake and Utilisation September 2009
- 7. Put simply, if Ghana is to achieve competitiveness in the future then it is essential to expand and improve education and training especially at the tertiary level. Above all else, it is increasingly imperative that the three core functions of tertiary institutions – teaching, research and extension services – make a more relevant and tangible contribution to the improvement of the standards of living of the nation as a whole. University of Ghana
- 12. University Extension as a Channel for Research Dissemination : Pros and Cons But little means of measuring overall effectiveness Identified success stories But lack the means of communication Direct link to research outputs But many not trained or incentivised Large numbers involved But lack of internal leadership, funds, coordination Commitment of institutions Con Pro