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Articles 2251 - 2280 of 31788
Full-Text Articles in Higher Education Administration
Uem Guiding Principle 3 (Diversity Of Provision & Focus On Practice), Shaun Ferns, Barry Ryan, Fionnuala Darby
Uem Guiding Principle 3 (Diversity Of Provision & Focus On Practice), Shaun Ferns, Barry Ryan, Fionnuala Darby
Group Reports
This UEM Essential introduces Guiding Principle 3: "Distinguished by Diversity of Provision and Focus on Practice and Career Development." TU Dublin offers a broad spectrum of educational programmes, including apprenticeships, undergraduate, and postgraduate studies, across five faculties. The university is distinguished by its commitment to delivering an exceptional student experience, fostering strong industry partnerships, and excelling in research with a specific emphasis on practice and career development. Guided by its Strategic Intent (2020), TU Dublin’s practice-based learning approach, supported by research-informed teaching, sets it apart from more traditional universities. Aligned with the National Qualifications Framework, this model supports flexible learning …
Uem Guiding Principle 7 (Inclusive, Global And Multicultural), Fionnuala Darby, Shaun Ferns, Barry J. Ryan
Uem Guiding Principle 7 (Inclusive, Global And Multicultural), Fionnuala Darby, Shaun Ferns, Barry J. Ryan
Group Reports
This UEM Essential introduces Guiding Principle 7: "Inclusive, Global, Multicultural." Immersing a diverse and motivated student population in a global educational community enables learners to become active global citizens. In an increasingly interconnected world, a global learning perspective is essential for understanding nations, cultures, and information in the 21st century and beyond. TU Dublin aims to cultivate graduates who are informed, adaptable, and capable of navigating complex, ever-changing circumstances. Engaging with individuals from diverse backgrounds and life experiences broadens perspectives, fostering a deeper appreciation of diversity and enhancing the ability to work and thrive in a multicultural environment.
Uem Guiding Principle 8 (Continuously Developing, Committed & Caring Staff), Eileen Quinn, Fionnuala Darby, Shaun Ferns, Barry J. Ryan
Uem Guiding Principle 8 (Continuously Developing, Committed & Caring Staff), Eileen Quinn, Fionnuala Darby, Shaun Ferns, Barry J. Ryan
Group Reports
This UEM Essential introduces Guiding Principle 8: "Continuously Developing Committed and Caring Staff." High-quality staff development is essential to TU Dublin’s success and the success of its learners. Creating a culture of teaching and learning excellence requires staff who are open to growth and development. The UEM emphasises nurturing and supporting staff while adopting people practices that convey care, particularly from leadership. This culture of care has a ripple effect, fostering stronger connections between colleagues and enhancing the learner experience. This principle operates on three interdependent layers of commitment: (i) individual staff development, (ii) staff commitment to TU Dublin’s mission, …
Uem Guiding Principle 9 (Transitions), Fionnuala Darby, Shaun Ferns, Barry J. Ryan
Uem Guiding Principle 9 (Transitions), Fionnuala Darby, Shaun Ferns, Barry J. Ryan
Group Reports
This UEM Essential introduces Guiding Principle 9: "Transitions." Educational transitions can be challenging and often require additional support to ensure a smooth progression for learners. Transitions occur not only when learners enter a new phase of their educational journey but also when they exit one. While traditional transitional support focuses on the move from one level of education to the next, transitions can also involve more subtle changes, such as learners taking ownership of their educational path and navigating new roles and responsibilities. One of the most studied transitions is the shift from second-level to third-level education, which has been …
Uem Guiding Principle 1 (Student Centred & Student Engaged), Barry Ryan, Fionnuala Darby, Shaun Ferns
Uem Guiding Principle 1 (Student Centred & Student Engaged), Barry Ryan, Fionnuala Darby, Shaun Ferns
Group Reports
This UEM Essential introduces Guiding Principle 1: "Student-Centred and Student-Engaged for Student Success." The principle highlights the importance of student agency, placing the dynamism and diversity of learners at the core of the university’s educational experience. TU Dublin aims to attract a diverse learner demographic that reflects broader societal diversity. As the learner population evolves, so too does the concept of "student success," which varies according to individual student experiences. By actively engaging and empowering students throughout their educational journey, and supporting their personalised learning choices, TU Dublin cultivates an inclusive environment that allows each student to achieve their full …
Uem Guiding Principle 10 (Access And Equal Opportunity), Shaun Ferns, Barry J. Ryan, Fionnuala Darby
Uem Guiding Principle 10 (Access And Equal Opportunity), Shaun Ferns, Barry J. Ryan, Fionnuala Darby
Group Reports
This UEM Essential introduces Guiding Principle 10 "Access and Equal Opportunity." It emphasises the need to proactively facilitate equitable access to education for all learners, particularly those from underrepresented backgrounds. By fostering a culture of equality, inclusion, and respect, TU Dublin seeks to create an educational environment that mirrors the diversity of the wider community. This guiding principle aligns with national and international educational policies, such as the UN Sustainable Development Goals, and promotes initiatives like Universal Design for Learning to ensure all students are empowered to succeed. Through strategic support and inclusive practices, TU Dublin aims to enhance learner …
Uem Guiding Principle 2 (Connected, Engaged & Internationalised Curriculum), Barry Ryan, Fionnuala Darby, Shaun Ferns
Uem Guiding Principle 2 (Connected, Engaged & Internationalised Curriculum), Barry Ryan, Fionnuala Darby, Shaun Ferns
Group Reports
This UEM Essential introduces Guiding Principle 2: "Connected, Engaged, and Internationalised Curriculum." In today’s highly connected and globalised world, enhanced by technology, the curriculum must be purposefully designed to reflect the environment in which we live, teach, and learn. The curriculum is a cornerstone of higher education, yet its role and implementation have evolved to meet the changing needs of society, learners, and partners. By carefully aligning TU Dublin’s values throughout the curriculum and fostering impactful, co-created learning experiences, the university ensures that its educational offerings are relevant, dynamic, and globally engaged. This approach defines the learning experience at TU …
Uem Guiding Principle 5 (Knowledge Creation To Application), Barry Ryan, Fionnuala Darby, Shaun Ferns
Uem Guiding Principle 5 (Knowledge Creation To Application), Barry Ryan, Fionnuala Darby, Shaun Ferns
Group Reports
This UEM Essential introduces Guiding Principle 5: "Knowledge – Creation to Application." The establishment of Technological Universities, as outlined in the National Strategy for Higher Education 2030 (2011) and the Towards a Future Higher Education Landscape document (2012), was envisioned as critical to meeting the needs of a knowledge-based economy. A core mission of these universities is to enhance excellence in teaching, learning, and assessment, with a strong emphasis on preparing graduates for the world of work. The Department of Further and Higher Education, Research, Innovation and Science's Statement of Strategy 2021-2023 reaffirmed this goal, emphasising the role of higher …
Comments From The Editor, Robert M. Mangione, Susan V. Iverson
Comments From The Editor, Robert M. Mangione, Susan V. Iverson
New York Journal of Student Affairs
Editor comments for Volume 22.
Uem Guiding Principle 6 (Highly Engaged Student Experience), Fionnuala Darby, Shaun Ferns, Barry J. Ryan
Uem Guiding Principle 6 (Highly Engaged Student Experience), Fionnuala Darby, Shaun Ferns, Barry J. Ryan
Group Reports
This UEM Essential introduces Guiding Principle 6: "Highly Engaged Student Experience." Learner engagement is fundamental to meaningful learning, as it directly impacts both the quality and depth of a learner’s experience. Engagement occurs across cognitive, emotional, and behavioral dimensions, but it is also shaped by interactions with peers, staff, the university, and the broader community. The National Student Engagement Programme (NStEP) identified five core principles of student engagement: Dialogue, Trust, Equity and Inclusivity, Empowerment, and Students as Co-creators. These principles foster collaborative and valued relationships that lead to an enhanced student experience. TU Dublin aligns this engagement with its strategic …
Synthesis Of Literature On Effective Educator Practices In The Online Setting: Perspectives From A Caribbean Higher Education Context Through University Pedagogy, Donna Walker, Breneil Malcolm
Synthesis Of Literature On Effective Educator Practices In The Online Setting: Perspectives From A Caribbean Higher Education Context Through University Pedagogy, Donna Walker, Breneil Malcolm
Journal of Research Initiatives
Adult learners increasingly pursue higher education opportunities. As such, it is crucial for educators to ensure that they are competently equipped and are using the most effective strategies to facilitate the learning process. Through a review of extant literature, we develop a conceptual framework that is grounded in university pedagogy theory to emphasize a shared approach to the learning process. We conclude with implications for practice specific to international and nontraditional contexts.
Practical Leadership In Implementing Online Education Programs, Felix O. Quayson, Christopher Zirkle
Practical Leadership In Implementing Online Education Programs, Felix O. Quayson, Christopher Zirkle
Journal of Research Initiatives
The growing presence of online education can become a challenge for academic leaders and institutions to lead, manage, and explore in higher education. Online education can be complex when considering the social presence (Keast, 2022; Quayson, 2022), course development (Martin et al., 2019; Orlando, 2019), and economic outcomes (Burnett & Conley, 2013; Rubin, 2013; Seaman et al., 2019). However, unraveling the fundamentals of practical leadership can help educational leaders to facilitate, maintain, and implement online education programs. The study found published research studies that helped us to extricate the fundamentals of practical leadership in implementing online education programs in the …
The Leaderbuild Theory., Fabio Galli, Karl J. New
The Leaderbuild Theory., Fabio Galli, Karl J. New
Journal of Research Initiatives
In the last two years, due to the COVID-19 pandemic, many educational and academic activities have undergone numerous changes; the number of online educational activities, e-Learning, and blended learning have radically increased, and the need to train personnel quickly and with increasing specialist skills has increased. The inclusion of the ‘Leaderbuild’ and ‘Leaderfit’ concept thus becomes one of the factors useful to prepare professionals specialized in every field, ready to lead in every modern environment and need, with structured leadership.
Trauma-Informed Practices For Test-Taking Anxiety At The Elementary Grade Level, Kate Campbell, Shalini Mathew
Trauma-Informed Practices For Test-Taking Anxiety At The Elementary Grade Level, Kate Campbell, Shalini Mathew
Journal of Research Initiatives
Test -Taking Anxiety (TTA) is a challenging experience for children of all ages. Childhood exposure to trauma and adverse experience has been increasing. Fortunately, trauma-informed practices, such as mindfulness activities have become more widespread in schools throughout the last few years. Existing school counseling literature offers limited perspectives on how school counselors can support elementary students for TTA. This conceptual article explores the effects of trauma-informed practices on elementary-age students' test anxiety and overall academic success in schools and offers implications for practice.
We Are ... Marshall, August 31, 2022, Office Of Marshall University Communications
We Are ... Marshall, August 31, 2022, Office Of Marshall University Communications
We Are ... Marshall: the Newsletter for Marshall University 1999-2023
No abstract provided.
Faculty Senate Minutes, Georgia Southern University, Faculty Senate
Faculty Senate Minutes, Georgia Southern University, Faculty Senate
Faculty Senate Minutes
No abstract provided.
20220831: Assessment Office, Program Reviews, 2006-2009, Academic Affairs
20220831: Assessment Office, Program Reviews, 2006-2009, Academic Affairs
Guides to University Archives
These items include materials from the office of Academic Affairs at Marshall University from 2006-2009. Items were received in 2021 but were not accessioned until 2022 and include program reviews for undergraduate, graduate, and MU SOM programs. Please download the finding aid for a full list of contents.
The Minutes Of The Marshall University Graduate Council Meeting, August 26, 2022, Marshall University Graduate Council
The Minutes Of The Marshall University Graduate Council Meeting, August 26, 2022, Marshall University Graduate Council
Graduate Council Minutes
No abstract provided.
2022 August 29 - Faculty Senate Agenda And Minutes, Faculty Senate, East Tennessee State University
2022 August 29 - Faculty Senate Agenda And Minutes, Faculty Senate, East Tennessee State University
Faculty Senate Agendas and Minutes
No abstract provided.
20220829: Digital Media Services, 1994-2011, Information Technology
20220829: Digital Media Services, 1994-2011, Information Technology
Guides to University Archives
These items include materials from Informational Services at Marshall University from 1994-2011. Items were received in 2022 and include notable materials about various "filmed" events across campus during the period year. Items are on disc and are labeled numerically and by title of event. For the discs with just numbers but no titles, we have not examined these discs digitally to see what is on them. This is not an exhaustive list, but the attached inventory will give a broad overview of what is contained in each of the boxes...when possible.
August 26, 2022 Minutes, Swosu Faculty Senate
August 26, 2022 Minutes, Swosu Faculty Senate
Faculty Senate Minutes
SWOSU Faculty Senate Official Minutes from the August 26, 2022 meeting.
We Are ... Marshall, August 24, 2022, Office Of Marshall University Communications
We Are ... Marshall, August 24, 2022, Office Of Marshall University Communications
We Are ... Marshall: the Newsletter for Marshall University 1999-2023
No abstract provided.
A Case Study Exploring The Motivating Factors And Needs That Influence Older Adult Learners’ Decisions To Enroll And Persist In One University System Of Georgia Emajor Collaborative Program, Jennifer Angela Hayes
A Case Study Exploring The Motivating Factors And Needs That Influence Older Adult Learners’ Decisions To Enroll And Persist In One University System Of Georgia Emajor Collaborative Program, Jennifer Angela Hayes
Theses and Dissertations
This qualitative case study seeks to examine older adult learners' views toward technology use and their motivation, needs, and experiences while enrolled in the eMajor online Organizational Leadership bachelor's degree program offered by the University System of Georgia (USG). The research will investigate what motivates students to enroll in and advance through a degree program and their present technological competencies in relation to online learning management systems. The case study will also strive to identify the demands of older adult learners and the influence online learning has on their drive for program completion. Qualitative data were collected from twelve older …
2022 August 19 - Faculty Convocation Address, Office Of The President, East Tennessee State University
2022 August 19 - Faculty Convocation Address, Office Of The President, East Tennessee State University
Office of the President Speeches
No abstract provided.
The Minutes Of The Marshall University Staff Council Meeting, August 2022, Marshall University Staff Council
The Minutes Of The Marshall University Staff Council Meeting, August 2022, Marshall University Staff Council
Staff Council Minutes
No abstract provided.
We Are ... Marshall, August 17, 2022, Office Of Marshall University Communications
We Are ... Marshall, August 17, 2022, Office Of Marshall University Communications
We Are ... Marshall: the Newsletter for Marshall University 1999-2023
No abstract provided.
2022 August 16 - Faculty Senate Agenda And Minutes, Faculty Senate, East Tennessee State University
2022 August 16 - Faculty Senate Agenda And Minutes, Faculty Senate, East Tennessee State University
Faculty Senate Agendas and Minutes
No abstract provided.
2022 August 15 - Staff Senate Minutes, Staff Senate, East Tennessee State University
2022 August 15 - Staff Senate Minutes, Staff Senate, East Tennessee State University
Staff Senate Agendas and Minutes
No abstract provided.
2022 August 11 - Academic Council Agenda And Minutes, Academic Council, East Tennessee State University
2022 August 11 - Academic Council Agenda And Minutes, Academic Council, East Tennessee State University
Academic Council Agenda and Minutes
No abstract provided.
We Are ... Marshall, August 10, 2022, Office Of Marshall University Communications
We Are ... Marshall, August 10, 2022, Office Of Marshall University Communications
We Are ... Marshall: the Newsletter for Marshall University 1999-2023
No abstract provided.