Suchergebnisse

Conflicting forces within society provide the framework of market and political decision. This article examines the three most pervasive mechanisms causing communicative turbulence and thus affecting decision. These three forces, media, education, and planning, are dealt with as separate entities in view of their related but somewhat disparate character. Taken together they do, however, hold out the greatest hope in meeting the critical problems of the day. And, taken separately, they can each create turbulence of such intensity as to threaten nearly all constructive efforts toward meeting the challenges of urban change and reformation. Today, the media are forsaking their objectivity and their public service responsibility for an interpretative role which deprives society of a sound information source. Television in its present aspects is an active deterrent to successful public education. Public education is foundering from a complex of confused programs and interpolations from the various special interest groups and the interpositioning of the courts between the citizens and their elected local school boards. Solutions suggested are both new and old. Higher education is suffering from the effects of the student population explosion, further complicated by special interest pressures and by unwise quasi-dictation from certain federal agencies. The planning process, as prerequisite to improved management in all areas of social activity, is beginning to show advances in effectiveness owing to accumulated experience, increased and assimilated data, and growing public acceptance, particularly in the field of urban planning.

Critical of various US studies and an Australian study conducted in New South Wales which assert that class size reductions have a positive effect on student achievement; argues that effective teaching is a far more important contributory factor and that local schools should have the authority to set their educational priorities. Based on two Issue Analysis papers, no. 29 and no. 29a, available on the Internet.

The higher education sector has evolved over the past decade due to the ever-changing needs of students who are its primary customers. As a result, most students have to deal with unmet expectations which subsequently lead to service failure. Even though service failure cannot be eliminated, higher education institutions are expected to provide an effective complaints management system to resolve student problems and service failure incidents. This study analyzed service failure and complaints management in higher education institutions. A quantitative, descriptive, and cross-sectional study was undertaken using 430 full-time students across three public universities in South Africa. The findings of this study showed that students encounter various forms of service failures in institutions of higher learning with the majority experiencing service failures in respect of funding and academic registration. Also, most of the students were generally satisfied with the complaints management system. Thus, this study can help institutional managers to understand service failure incidents confronting the sector. Furthermore, the study provides an opportunity for institutional managers to assess the effectiveness of the complaints management system and make improvements to ensure a better student experience

The phenomenon of the internationalization of education has been prevalent in developed western countries, with varied and at times contested discourses about international education and students. We wonder how these discourses are constructed and contested in the media and further shape public opinions. Using the critical theories of language, power, and media, we analyzed 44 articles relevant to international education/students and their commentaries in the widely circulated Canadian newspapers. Our findings illustrate three dominant themes as the rhetoric of international education/students in Canada and how they are discursively constructed: (1) international education as a commodity; (2) international students as recipients of the generosity of Canada; and (3) international students as burden/harms to Canadian education/students as well as having moral deficits and being lawfully wrongdoers. This analysis highlights how international students are otherized, essentialized, and silenced as the voiceless despite their strong presence as the fastest growing migrant group in Canada with diverse identities and needs. We close with a discussion of the media analysis on international students as one such example of how dominance such as neoliberalism is taking up e-space like other public domains in social environments, which social workers deeply care about.

Nineteenth century traditions of benevolence and education : toward a conceptual framework of Black philanthropy / Jayne Beilke -- Standing on their own : African American engagements with educational philanthropy in antebellum America / Jeffrey Mullins -- Booker T. Washington : philanthropy and aesthetics / Michael Bieze -- Creating an image for Black college fundraising : an illustrated examination of the United Negro College Fund's publicity, 1944-1960 / Marybeth Gasman and Edward M. Epstein -- Thurgood Marshall : a study of philanthropy through racial uplift / Noah D. Drezner -- The Links, Incorporated : advocacy, education, and service in the African American community / Kijua Sanders-McMurtry and Nia Woods Haydel -- A.G. Gaston : a story of philosophy, perseverance, and philanthropy / Fred H. Downs -- Not in vain : the philanthropic endeavors of C. Eric Lincoln / Darryl Holloman -- Howard Thurman : a life journey for service, religion, and philanthropy / Mark Giles -- Quiet grace, clothed spirit : Oseola McCarty and the benevolence of a gift / Marci M. Middleton -- A gift of art : Jacob Lawrence as philanthropist / Edward Epstein

This article examines equal opportunities polices (EOPs) in higher education - the supply side of senior staff in management and the professions. In the United Kingdom (UK) EOPs have been intro duced as a result of the law. The article shows that their effect on, access and employment in institutions of higher education (HEIs) has been marginal. The analysis suggests that the belief in the rhetoric of equality in the chariers of institutions, the notion of academic merit as an objective construct and the values underlying the exclusive prestige hierarchy all conoibute to complacent and reluctant managements. Evidence of the effectiveness of policies in Northern Ireland and initial teacher education (ITE) in the past support the need for a firmer legisladve framework. As evidence from data collection becomes available, the contradiction between rhetoric and, reality will cause increasing controversy in higher education.

Afghan Higher Education has become the most sensitive field of reforms on all levels of governance: rule of law, welfare and security. Compared to primary and secondary education, access to the universities is still a neuralgic point for status distribution and the stabilization of the entire system of education. Admission policies and traditional forms of reproduc- ing disciplinary elites endanger a differentiated development of qualifications and diversified status. The Afghan system will need its own research in Higher Education, and then must develop a minimal base for disciplinary research. It is likely that Higher Education will play an important role during the transformation period 2014-2024 in fields like urbanization, emerg- ing middle class elite, and serving schools by improved teacher training. It will be central to peace-building processes by comprehensive reforms in its governance structure. How much state will be needed in order to provide fair and equal access to the common good of Higher Education, and how much private and individual initiative must emerge in order to create quality and stability of the system? – These are central questions of this working paper.