History in Higher Education Programs: Dialogue and Discourse

The article deals with the concept of quality and compliance in the context of the short-cycle professional higher education (SCHE) program in the field of real estate management. The article highlights the role of graduates and employers in assessing the quality and compliance and surveys of students as well. The surveys of students, graduates and employers and the analysis of legislation allow assessing the quality and compliance of SCHE study program in real estate management. Currently, in Latvia, the qualification of a house manager can be obtained at three accredited higher education institutions, studying in a short-cycle professional higher education program, which, in accordance with European Qualifications Framework (EQF), is the first-level professional higher education program. The article will mainly focus on the quality and compliance of the house managers’ professional qualification acquisition in short-cycle higher education programs in Latvia. Data analysis, synthesis and logical construction methods have been used in this article.

Aim/Purpose: This study examined Higher Education/Student Affairs (HE/SA) programs’ curriculum alignment with the CAS Standards. Background: HE/SA programs have a limited number of credit hours (27-65) and must structure their curriculum within the confines. The CAS Standards guides HE/SA programs and recommends this curriculum include a focus on six content areas. Methodology: A quantitative study that examined the curriculum of the HE/SA programs in the United States (n = 230) and their offering of exclusive courses aligning with the six content areas recommended by the CAS Standards. Contribution: This study is the first to broadly examine the curriculum of the collective HE/SA programs in the United States. It can serve as a catalyst to encourage further research and scholarly discussion around the curriculum of HE/SA programs and the professional preparation of higher education administrators. Findings: Key findings included that of the six content areas, History and Counseling were the areas least likely to be offered in HE/SA programs (48% and 41%, respectively) compared to 82% and above for the other four areas. Evidence suggests that program offerings of 36-39 credit hours may be the “sweet spot” in balancing credit hours with their ability to meet CAS Standards. Recommendations for Practitioners: There is a need for HE/SA faculty and practitioners to communicate where HE/SA programs fell short meeting the CAS Standards so that practitioners can continue in the professional development of these young practitioners. This “handoff” between faculty and practitioners will further strengthen the field of student affairs. Recommendation for Researchers: The findings of this study illuminate the important future research question as to whether there is a difference in the academic preparedness (perceived and/or actual) of graduates who attend programs that are more closely aligned with the CAS Standards? Impact on Society: Recognizing the importance that student affairs professionals have on student development (in-and-out of the classroom), this study challenges educators and practitioners to ensure they are adequately developing the next generation of college administrative leaders. Future Research: Examination of the curriculum alignment in the future once the CAS Standards for Graduate Preparatory Programs are revised

Aim/Purpose: The purpose of this study is to explore how research skills and communities can be promoted in student affairs and/or higher education graduate preparation programs through a peer-led, team-based model. Background: Numerous scholars emphasized a lack of empirical research being conducted by student affairs professionals, even though integration of scholarship with practice remains of critical importance to field of higher education. Methodology: Though a descriptive case study of a graduate research course, we engage both quantitative and qualitative data points in a convergent parallel mixed methods design. Contribution: This study provides an important contribution in understanding how graduate programs may better prepare students to engage within a spectrum of scholar-practitioner identity. Findings: Findings suggest that while participants see value in a scholar-practitioner identity and its impact on their future goals, there is often a discrepancy between the perceived feasibility of embodying the role in actual student affairs practice as well as variations across master’s and doctoral student levels. Recommendations for Practitioners: Recommendations for practice include working to integrate scholarship in professional positions and promoting greater collaboration between graduate coursework and professional supervisors. Recommendation for Researchers: Recommendations for researchers include continuing to examine how communities of practice develop across the levels of graduate socialization. Impact on Society: Understanding how individuals engage in scholarship in their fields carries interdisciplinary implications for merging research into professional roles. Future Research: A key area for future research is longitudinal inquiry into how emerging professionals in higher education/student affairs negotiate the scholar-practitioner spectrum across career development.

Although there are over 68,000 disabled students in higher education programmes in the UK, a laissez-faire policy has been adapted regarding the provision of assessment services for these students, with a result that there have been no statutory duties for these programmes not to discriminate against them. With the introduction of the Special Educational Needs and Disability Act (2001) amending Part IV of the Disability Discrimination Act (1995), it would be timely to consider assessment related issues and benefits from the experiences of the US higher education programmes and educational testing agencies in this area since the mid-1970s. This paper argues that it is the academic achievement of disabled students that should be measured by the assessment services, not their disabilities. Without the provision of reasonable assessment adjustments, as the research shows, it is inevitable that disabilities of disabled students would be measured not their academic achievements, contrary to the main argument put forward by Sharp and Earle (2000) among others. The paper argues for a historical role for the educators and administrators of higher education programmes in eliminating discrimination against disabled students in provision of assessment services at every stage of their studies in the long run.

Although research on Canadian higher education has advanced considerably over the past few decades, the opportunities for university level study of higher education in Canada are still quite limited. Only four universities offer higher education programs; only one has a higher education department; and only a handful of other institutions offer even a course in higher education. The number of students enrolled in higher education programs in Canada is about 200, compared to about 6,000 in the United States; the number of faculty about 15 compared to 700 in the U.S. Moreover, while American higher education journals have, since the early 1970's, regularly featured articles about university higher education programs, there has not been a single article on this subject in The Canadian Journal of Higher Education. This paper attempts to fill some of that gap by providing some basic information about the study of higher education in Canadian universities and by examining the role of these programs in the overall development of higher education research and the possible reasons for the very limited scale of such programs in Canada. The author's conclusion is that the factor which has most limited the development of higher education studies in Canadian universities is neither insufficient student demand nor limited employment opportunities of graduates, but reluctance of Canadian universities to allocate resources for this area of study. This reluctance is attributed to the combination of the low prestige of higher education as a field of study and the lack of a strong lobby for this program area outside the university. It is suggested that - in contrast to their American counterparts - presently Canadian higher education programs have less than the minimum resources necessary to make the advances that would be required to overcome this "prestige barrier".

This study investigates the management and effectiveness of Tahfizh Al-Qur'an programs in higher education, focusing on the Institute of Qur'anic Sciences (IIQ) in Jakarta, through the application of the CIPP model. It explores the alignment between program objectives and institutional missions (context), the sufficiency and strategic utilization of resources (input), the methods and effectiveness of program implementation (process), and the outcomes achieved in terms of student development and program impact (product). Adopting a qualitative approach, the study employs surveys, interviews, and document analysis to provide an in-depth understanding of the governance frameworks at these institutions. The findings highlight notable achievements in advancing Quranic and moral education while identifying challenges in resource allocation, process efficiency, and stakeholder engagement. This paper offers valuable insights into ways to enhance and expand educational programs by improving governance structures and addressing contemporary challenges without compromising the integrity of Quranic traditions. The study emphasizes the importance of integrating modern practices with traditional values in Tahfizh programs within higher education.

The e-learning research literature is characterized by studies that investigate the practice of teaching and learning online (pedagogy) and those that investigate the planning and administrative functions associated with e-learning delivery (management). This edited volume directs attention to pedagogy and management as it relates to the primary e-learning delivery mechanism, the course management system (CMS). Specifically, the research presented in this collection deals with a range of themes relevant to the selection, implementation, use and evaluation of course management systems in higher education.The primary audience for this book includes instructors and students in instructional and educational technology programs. The book could easily be used as a text in a distance or online learning course. The secondary audience includes instructors and students in higher education programs and e-learning practitioners and administrators. The book is timely because of the growing presence and influence of course management systems on teaching and learning in higher education.

The purpose of this article is to identify the features of the implementation of a pilot project to improve the system of higher legal education on the example of the Immanuel Kant Baltic Federal University. Methodology: to prepare the article, general scientific and private scientific research methods were used, including analysis, synthesis, system method, formal legal method, modeling method. Conclusions. The article presents the results of the first stage of the pilot project to improve the system of higher legal education, including the development of independently established educational standards and educational programs of basic and specialized higher education. A distinctive feature of the new educational standard is that it establishes requirements for the implementation of educational programs not for one level of education, but for an enlarged group of specialties and areas of training for basic and specialized levels of higher education. The requirements for the terms of education have been changed. The developed educational program of basic higher education assumes a period of study of 5 years. The programs of specialized higher education — Master›s degree are differentiated into applied and research with an appropriate training period of 1 or 2 years. Scientific and practical significance. The paper presents a new approach to the creation and implementation of educational programs of higher education in the field of jurisprudence. The presented conclusions and suggestions can be used by educational organizations of higher education during the development of new educational programs of basic and specialized levels of higher education.

The Oshkosh Placement Exchange (OPE) has been a staple in the recruitment and hiring of graduate assistants in student affairs for more than 40 years. While the graduate assistant position is invaluable in the development of future student affairs professionals, graduate programs in higher education and student affairs (HESA) play an equally important role in this professional preparation. Historically, only student affairs professionals have attended the OPE conference to hire new staff for their departments, but we believe there is also a benefit in involving HESA faculty in the recruitment process. To explore this assertion, HESA faculty and student affairs developed an innovative partnership for recruitment at OPE. This article provides a model for this collaboration and shares the perspectives of those who participated in this event.

The article focuses on the modern aspects of higher professional education program acquisition in Russia. Besides, the existing peculiarities and requirements related to the teaching tools of future specialists as well as the results of the study of the learning process at the university during the period of distance learning are presented. Pedagogical design acts as the main tool for creating modern teaching aids for university students, which makes it possible to apply uniform principles and approaches to structuring. In the context of distance learning of higher education programs, the form of presentation of the studied information has lost its significance, the peculiarities of the perception of this information, depending on the education goals, basic education, and development conditions have come to the fore. The teaching aids that are most effectively used to achieve various goals in various conditions by heterogeneous groups of students are designated as universal. Significant characteristics of universal teaching aids were identified, such as color design of pages, font size, selection of relatively independent blocks of information. The results of the survey indicated an increase in the quality of assimilation of those materials that combined information on the topic, reference information and the maximum possible visualization in the form of pictures, drawings, diagrams, and sample tables. In modern conditions of optimization of the system of vocational education and general informatization, the content and structure ensuring adequate perception of information through the variability, the most accurate visualization of information.

Esta investigación se establece en el marco del desarrollo en educación intercultural y de la preservación/recuperación/reconstitución/construcción del conocimiento propio de los pueblos indígenas. Establece el contacto intercultural en el campo de la educación superior, pero reconoce que, para el caso de las comunidades indígenas, este campo ha privilegiado históricamente un discurso hegemónico e impuesto sobre estos grupos humanos, sin considerar sus capacidades y formas de vida. A lo anterior se suman las dificultades debido a sus condiciones de vida muchas veces limitadas de los pueblos originarios, la vulneración sistemática de sus derechos, así como el limitado acceso a los recursos en educación que los preserven y rescaten como comunidad. En tal sentido se aborda la propuesta educativa planteada en la Universidad Externado de Colombia, en el Programa de Interacciones Multiculturales en Educación Superior y se establece una mirada prospectiva en la que se plantee las posibilidades y futuribles (futuros posibles) en comunicación con algunos actores de la comunidad sobre la posibilidad de formación en el marco de un dialogo intercultural.

This phenomenological hermeneutic study explored the meaning found in the lived experience of producing scholarship for five higher education administrators from within the major areas of administration in higher education—academic affairs, business affairs, and student affairs—from a single research university. In the historical and recent scholarship about the three fields of higher education, one issue that has not been addressed is the meaning found in producing scholarship as an administrator. Thus, the challenges and rewards of producing scholarship as a practicing administrator, creating the first step toward a possible new era in the practice of scholarship on college campuses, were explored. Individual semistructured interviews were the primary source of data, and the authors used a three‐step data analysis process to develop both an understanding of what producing scholarship means for each participant and an interpretation of the meaning of producing scholarship as a higher education administrator. Across all the lived experiences of the various scholarly endeavors, each administrator was more connected to education and contributed more to the educational environment by participating in scholarly activities. The administrators were found to be more connected to the people within the university, to their own field of practice, and to the university itself.

This chapter explores the consequences of ideal worker norms for graduate student‐parents in higher education and student affairs programs. Using Schein's (2004) levels of culture as a conceptual lens, this chapter considers the ways that programmatic structures and interactions with faculty and peers reflect and reproduce a culture across graduate programs that privileges the norm of the always‐working and engaged student, thereby creating barriers to full participation for students with children.

This paper discusses the state of digital citizenship in higher education, with a focus on literature review and educational approaches, pedagogical strategies, and challenges for improvement. It includes a survey of 60 respondents, which explores students’ perceptions and experiences related to digital citizenship at the undergraduate level of studies. This research examines the key aspects of digital citizenship education, pedagogical methods, various strategies and their effectiveness, demographic factors, limitations of current research, the role of technology and the challenges that educators face, curriculum changes, and development. By promoting digital citizenship education activities, institutions, and educators are expected to contribute through collaboration with the private sector, and student engagement and activism. The study found that rapid technological advancements were perceived as limitations in digital citizenship education. The findings show that respondents strongly favor comprehensive ways to teach digital citizenship, often endorsing multifaceted tactics covering a range of subject areas. Hence, there is broad recognition of the impact of demographic factors such as gender, age, and socioeconomic status on students’ perception of digital citizenship education. The results highlight the potential of digital skills enhancement and learning and the evolving of digital platforms in higher education study programs, the need for diverse teaching methods, integrated curriculum, and improvement of collaboration between educational institutions and the private sector. This research adds to the general knowledge of digital citizenship education, by providing insights for higher education institutions, students, educators, and policymakers, for developing inclusive digital citizenship programs in higher education.

Terrence McTaggart and his coauthors have assembled an interesting book on the tensions between autonomy, accountability, and decen-tralization in higher education. Although there are some references to private-sector institutions, this edited volume will primarily be of interest to senior campus leaders and members of boards of trustees and state coordinating boards in the public sector. Some senior student affairs administrators and graduate students in higher education programs may also find this book stimulating.