Journal articles on the topic 'Higher education; universities; Cold War'
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1
Hill, Peter. "Slavonic Studies in Australia and New Zealand During the Cold War and in the Post-Cold-War Era." Transcultural Studies 9, no. 1 (2013): 145–64. http://dx.doi.org/10.1163/23751606-00901012.
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Slavonic Studies and especially Russian profited from the Cold War and when it ended Western governments saw no need to continue supporting these disciplines. This coincided with the commercialization of the universities, when governments largely abrogated their responsibility for higher education. It is in this context that the following account of the rise and fall of Slavonic studies in Australia and New Zealand unfolds.
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Bower, Kevin P. "“A favored child of the state”: Federal Student Aid at Ohio Colleges and Universities, 1934–1943." History of Education Quarterly 44, no. 3 (2004): 364–87. http://dx.doi.org/10.1111/j.1748-5959.2004.tb00014.x.
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Higher education scholars are familiar with the close relationship between American higher education and the federal government after World War II. The G.I. Bill and Cold War concerns for maintaining the nation's technological advantage made the federal government the major benefactor of postsecondary growth. The seismic shifts of that era, though, tend to overshadow earlier developing ties between the federal government and the colleges and, more specifically, the roots of direct federal aid to college students. This article seeks to redress that problem by exploring the subtle ways that federal aid became integrated into the visions and plans of the leaders of American higher education in the years prior to World War II. By examining New Deal Era college aid at a variety of institutions of higher education in the state of Ohio, we can uncover how the earlier courtship between the federal government and the colleges helped clear the way for later, more profound changes.
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Weiler, Kathleen. "The Case of Martha Deane: Sexuality and Power at Cold War UCLA." History of Education Quarterly 47, no. 4 (November 2007): 470–96. http://dx.doi.org/10.1111/j.1748-5959.2007.00110.x.
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Despite widespread support for the postwar expansion of higher education, U.S. colleges and universities in the early 1950s were not isolated from broader social currents, and the deep social anxieties and political tensions of the Cold War found their way onto college campuses. In 1952, the University of California was still reeling from the loyalty oath controversy. In the late 1940s the University of California, like other universities nationwide, had been viewed with increasing suspicion by anti-Communist groups. The search for subversives in California institutions, spearheaded by the Tenney Committee of the California State Legislature, led the University of California's Board of Regents to add a disclaimer of membership in any organization advocating the overthrow of the United States to the oath of allegiance already required of faculty. In an atmosphere of rising hysteria about possible subversives and Communists in academia, on February 24, 1950, the Regents voted to fire anyone employed by the University of California who failed to sign the oath. This decision led to strong opposition from students and faculty. Despite these protests, and particularly after the outbreak of the Korean War in June, 1950, the Regents held firm. On August 25, 1950, thirty-one members of the University of California faculty were dismissed because they refused to sign the loyalty oath. None of them was accused of being a Communist or subversive. After an appellate court ruled against the Regents, in October 1951 the Regents voted to rescind the oath, but maintained their stance that the university would not employ Communists. Although the California Supreme Court upheld the ruling of the appellate court and the non-signers were reinstated to the university, the mood at the university, as in the nation as a whole, continued to be one of anxiety and unease.
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O Oanda, Ibrahim, and Mark M. Obonyo. "The Multiple Waves of the African Academic Diaspora’s Engagement with African Universities." International Journal of African Higher Education 8, no. 2 (May 23, 2021): 10–28. http://dx.doi.org/10.6017/ijahe.v8i2.13471.
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This article analyses the various historical phases in the evolution of theAfrican academic diaspora’s engagement to support the development ofhigher education in Africa. It examines the drivers and motivation for suchengagement and its implications for higher education development onthe continent. The data were derived from a critical review of secondarysources, supplemented by primary observations by one of the authors whois engaged in a programme that supports diaspora academics to travel toAfrican universities for engagement, as part of the third wave. The analysisof the secondary material shows that while the first wave of engagement wasdriven by a strong sense of Pan-Africanism at the global level and laid thefoundation for the establishment of universities across the continent, thesecond wave became trapped in Cold War rivalries that limited engagementand drove more academics from African universities into exile, mainly inEurope and North America, thus swelling the ranks of diaspora academics.The third wave has been caught up in a similar situation. While the forcesof globalisation and internationalisation that are driving this wave ofdiaspora engagement have the potential to support African universities toachieve international standards, they can equally undermine and mute thedesire for higher education decolonisation. The article recommends thatAfrican countries and higher education institutions should play a centralrole in designing the broad policy context that drives engagement and thatthe activities undertaken by African diaspora academics should align withnational higher education priorities.
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Katsakioris, Constantin. "The Lumumba University in Moscow: higher education for a Soviet–Third World alliance, 1960–91." Journal of Global History 14, no. 2 (July 2019): 281–300. http://dx.doi.org/10.1017/s174002281900007x.
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AbstractFounded in Moscow in 1960 for students from Third World countries, the Peoples’ Friendship University ‘Patrice Lumumba’ was the most important venture in international higher education during the Cold War and a flagship of Soviet internationalism. It aimed to educate a Soviet-friendly intelligentsia and foster a Soviet–Third World alliance. This article retraces the history of this school, often criticized for its Third World concept, recruitment, and training policies. It recalls the forgotten French initiative to create a university for the underdeveloped countries, situates Lumumba University in the global Cold War, and compares it with mainstream Soviet schools. Soon after its creation, Lumumba University underwent important changes, but departed from its initial educational concept. Consequently, arguments justifying the existence of a special university disappeared. Third World countries, moreover, never agreed with the university’s concept. Despite its educational accomplishments, Lumumba University became the Achilles’ heel of Soviet cultural policy.
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O’Mara, Margaret. "The Uses of the Foreign Student." Social Science History 36, no. 4 (2012): 583–615. http://dx.doi.org/10.1017/s014555320001049x.
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The rise of the global university is often associated with the concomitant wave of late twentieth-century neoliberalism and privatization and correlated with universities embracing “corporate” models of governance. However, it is a phenomenon with roots in the earliest years of the Cold War that emerged out of a set of institutions and policies with diplomatic rather than explicitly economic aims. Notable among these were the programs aimed at bringing foreign students and scholars to the United States and exporting American-style educational experiences abroad. While only a fraction of these foreign visitors had the US government as their primary financial sponsor, they as a class became the object onto which political values of a particular era were projected, from the postwar internationalism of the Truman years to the Great Society liberalism of Lyndon B. Johnson to the free market ethos of Richard M. Nixon and Ronald Reagan. The decentralized and privatized means by which policy makers administered these measures obscured the degree to which they influenced the shape of the higher education system and their wider impacts on the American economy and society. This article explores international educational exchange as a critical element of American universities’ evolving public identity during the Cold War and post–Cold War periods and as an example of the governmental use of the university as an agent of state power and as a tool of political ideology.
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Maher, Brent D. "Divided by Loyalty: The Debate Regarding Loyalty Provisions in the National Defense Education Act of 1958." History of Education Quarterly 56, no. 2 (May 2016): 301–30. http://dx.doi.org/10.1111/hoeq.12184.
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The National Defense Education Act (NDEA) of 1958 was the first federal investment in low-interest student loans and became a precedent for expansion of student loans in the Higher Education Act of 1965. In its controversial loyalty provisions, the NDEA required loan recipients to affirm loyalty to the U.S. government. Between 1958 and 1962, thirty-two colleges and universities refused to participate or withdrew from the NDEA loan program, arguing that the loyalty provisions unfairly targeted students and violated principles of free inquiry. This essay argues that debate over the loyalty provisions fractured a partnership between progressives who favored general aid to education and conservatives who supported short-term investment for defense purposes. Although debates over the NDEA loyalty requirements seem specific to the Cold War, a close examination of the arguments illuminates their alignment with long-standing ideological conflicts over legitimacy of federal aid to higher education.
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Loseva, Evgeniya A. "Evolution of cooperation between France and Germany in the field of higher education." Journal of the Belarusian State University. History, no. 1 (January 31, 2020): 69–77. http://dx.doi.org/10.33581/2520-6338-2020-1-69-77.
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For the first time in Russian-language historiography on the basis of an analysis of the most important components of Franco-German cooperation in the field of higher education the evolution of cooperation between higher education institutions of France and Germany in the post-war period is presented. The prerequisites for Franco-German cooperation after the Second World War are determined. The evolution of academic mobility between these countries is considered. The results of activities to create equivalents of documents on higher education in France and Germany are revealed. The Franco-German joint institutions of higher education are characterized. The aim of this work is to consider the evolution of cooperation between France and Germany in the field of higher education in the post-war period of time through the prism of its key aspects. The relevance of this study is due to the lack of research on this issue in Russian-language historiography. In addition, the study of Franco-German relations in the field of science and higher education in the post-war period is also of practical importance, since the experience of this cooperation, or its individual aspects, can be used in the field of higher education and science of our state. As a result of the analysis of key aspects of the Franco-German university cooperation, the following stages were identified in bilateral cooperation. 1. Establishment of Franco-German educational cooperation (1949–1963) – a period of post-war contradictions and the emergence of academic mobility between universities in France and Germany. The intensification of Franco-German cooperation in higher education was due to the unfolding Cold War and the ongoing process of European integration: the cultural sphere acted as a means of overcoming Franco-German antagonism. 2. Franco-German cooperation after the conclusion of the Treaty of Elysee (1963 – the end of the 1970s) – a period of expansion of academic mobility and the creation of new tools for its implementation; at the same time, this period of cooperation was marked by a shift in the attention of the governments of France and Germany towards national education issues. 3. The beginning of the process of institutionalization of Franco-German cooperation (late 1970s – 1993). The transition to the third stage of cooperation is due to the emergence of new trends in bilateral educational partnerships: the creation of coordinating institutes and joint educational institutions and the beginning of solving the problem of equivalence of diplomas. 4. The cooperation of France and Germany after the formation of the EU in 1993 – the Franco-German partnership at the present stage and within the European Higher Education Area. The implementation of the provisions of the Bologna Agreement in practice significantly unified the higher education systems of France and Germany, which facilitated bilateral academic exchanges, and the two countries’ participation in European educational programs became an additional incentive for their intensification.
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Tarradellas, Anton. "Pan-African Networks, Cold War Politics, and Postcolonial Opportunities: The African Scholarship Program of American Universities, 1961–75." Journal of African History 63, no. 1 (March 2022): 75–90. http://dx.doi.org/10.1017/s0021853722000251.
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AbstractIn the early 1960s, when a majority of African countries were gaining independence, the training of personnel capable of implementing nation-building projects became imperative for new African governments, even though higher education opportunities on the continent remained scarce. In a context of competition with the former colonial powers and the USSR, the United States decided to set up scholarship programs for the training of postcolonial African elites. Through the analysis of one of these programs, the African Scholarship Program of American Universities (ASPAU), this article will show that in addition to the Cold War motivations of the US government, pan-African connections and university initiatives were essential in laying the groundwork for the project of educating Africans in the United States. It also highlights the too often overlooked role played by African leaders and academics in the concrete realization, reappropriation, and questioning of overseas training projects.
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De Wit, Hans. "Internationalization of Higher Education." Journal of International Students 10, no. 1 (February 15, 2020): i—iv. http://dx.doi.org/10.32674/jis.v10i1.1893.
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Universities have always had international dimensions in their research, teaching, and service to society, but those dimensions were in general more ad hoc, fragmented, and implicit than explicit and comprehensive. In the last decade of the previous century, the increasing globalization and regionalization of economies and societies, combined with the requirements of the knowledge economy and the end of the Cold War, created a context for a more strategic approach to internationalization in higher education. International organizations such as the Organisation for Economic Cooperation and Development, the United Nations Educational, Scientific and Cultural Organization, and the World Bank, national governments, the European Union, and higher education organizations such as the International Association of Universities placed internationalization at the top of the reform agenda. Internationalization became a key change agent in higher education, in the developed world but also in emerging and developing societies.
Mobility of students, scholars, and programs; reputation and branding (manifested by global and regional rankings); and a shift in paradigm from cooperation to competition (van der Wende, 2001) have been the main manifestations of the agenda of internationalization in higher education over the past 30 years. International education has become an industry, a source of revenue and a means for enhanced reputation.
Quantitative data about the number of international degree-seeking students, of international talents and scholars, of students going for credits abroad, of agreements and memoranda of understanding, as well as of co-authored international publications in high impact academic journals, have not only been key manifestations of this perception of internationalization, but also have driven its agenda and actions. This perception has resulted in an increasing dominance of English in research but also teaching, has createdthe emergence of a whole new industry around internationalization, has forced national governments to stimulate institutions of higher education going international, and hasgenerated new buzz words such as “cross-border delivery” and “soft power” in the higher education arena.
In the period 2010–2020, we have seen not only the number of international students double to 5 million in the past decade, but also we have noticed an increase in franchise operations, articulation programs, branch campuses, and online delivery of higher education. There is fierce competition for talented international students and scholars, and immigration policies have shifted from low-skill to high-skill immigration. National excellence programs have increased differentiation in higher education with more attention for a small number of international world-class universities and national flagship institutions that compete for these talents, for positions in the global rankings, for access to high impact journals, and for funding, at the cost of other institutions. There is also an increasing concern about the neo-colonial dimension.
In the current global-knowledge society, the concept of internationalization of higher education has itself become globalized, demanding further consideration of its impact on policy and practice as more countries and types of institution around the world engage in the process. Internationalization should no longer be considered in terms of a westernized, largely Anglo-Saxon, and predominantly English-speaking paradigm. (Jones & de Wit, 2014, p. 28)
Internationalization became defined by the generally accepted definition of Knight (2008): “The process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education,” describing clearly the process in a general and value neutral way.
Some of the main trends in internationalization in the past 30 years have been:
More focused on internationalization abroad than on internationalization at home
More ad hoc, fragmented, and marginal than strategic, comprehensive, and central in policies
More in the interest of a small, elite subset of students and faculty than focused on global and intercultural outcomes for all
Directed by a constantly shifting range of political, economic, social/cultural, and educational rationales, with increasing focus on economic motivations
Increasingly driven by national, regional, and global rankings
Little alignment between the international dimensions of the three core functions of higher education: education, research, and service to society
Primarily a strategic choice and focus of institutions of higher education, and less a priority of national governments
Less important in emerging and developing economies, and more of a particular strategic concern among developed economies
In the past decade, however, one can observe a reaction to these trends. While mobility is still the most dominant factor in internationalization policies worldwide, there is increasing attention being paid to internationalization of the curriculum at home. There is also a stronger call for comprehensive internationalization, which addresses all aspects of education in an integrated way. Although economic rationales and rankings still drive the agenda of internationalization, there is more emphasis now being placed on other motivations for internationalization. For example, attention is being paid to integrating international dimensions into tertiary education quality assurance mechanisms, institutional policies related to student learning outcomes, and the work of national and discipline-specific accreditation agencies (de Wit, 2019).
Traditional values that have driven international activities in higher education in the past, such as exchange and cooperation, peace and mutual understanding, human capital development, and solidarity, although still present in the vocabulary of international education, have moved to the sideline in a push for competition, revenue, and reputation/branding.
Around the change of the century, we observed a first response to these developments. The movement for Internationalization at Home within the European Union started in 1999 in Malmö, Sweden, drawing more attention to the 95% of nonmobile students not participating in the successful flagship program of the EU, ERASMUS. In the United Kingdom and Australia, a similar movement asked for attention to internationalization of the curriculum and teaching and learning in response to the increased focus on recruiting income-generating international students. And in the United States, attention emerged around internationalizing campuses and developing more comprehensive approaches to internationalization as an alternative for the marginal and fragmented focus on undergraduate study abroad on the one hand and international student recruitment on the other.
These reactions were and are important manifestations of concern about the competitive, elitist, and market direction of internationalization, and are a call for more attention to the qualitative dimensions of internationalization, such as citizenship development, employability, and improvement of the quality of research, education, and service to society. A wide range of academic scholars and international education practitioners have pushed for change with their publications and presentations. A study for the European Parliament on the state of internationalization in higher education gave this push an extra dimension. Not only did the study provide a comprehensive overview of the literature and the practice of internationalization in higher education around the world, but also—based on a global Delphi Exercise—it promoted a new agenda for internationalization for the future, by extending the definition of Knight (2008), defining internationalization as follows:
The intentional process of integrating an international, intercultural or global dimension into the purpose, functions and delivery of post-secondary education, in order to enhance the quality of education and research for all students and staff and to make a meaningful contribution to society. (de Wit et al., 2015)
This definition gave a normative direction to the process by emphasizing that such a process does not proceed by itself but needs clear intentions, that internationalization is not a goal in itself but needs to be directed toward quality improvement, that it should not be of interest to a small elite group of mobile students and scholars but directed to all students and scholars, and that it should make a contribution to society.
Over the past 5 years this new approach has received positive attention, and at the start of a new decade it is important to see if this shift back to a more ethical and qualitative approach with respect to internationalization is indeed taking place and what new dimensions one can observe in that shift.
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Kupchyk, Oleh. "Taras Shevchenko Kyiv State University’s international cooperation with scientific and education institutions of Western countries in 1944–1975’s." European Historical Studies, no. 22 (2022): 71–85. http://dx.doi.org/10.17721/2524-048x.2022.22.5.
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The article reveals the international cooperation of Taras Shevchenko Kyiv State University with scientific and educational institutions of Western countries in 1944–1975. It was noted that at the end of the Second World War (1944–1945), Kyiv University couldn’t establish ties with educational and scientific institutions of Western countries due to the reconstruction of the city and the university itself. During the period of post-war reconstruction (1946–1950), the Soviet-Western confrontation was added to the mentioned problems, which then turned into the Cold War. However, the liberal social and political changes in the USSR associated with de-Stalinization (1953–1956) and the Khrushchev «Thaw» (1956–1964) had a positive impact on the international activities of the Soviet higher school and KSU named T. G. Shevchenko. It is indicated that since the mid-1950s, delegations and individual scientists from France, Austria, Belgium, and Sweden began to visit Kyiv University. Since the second half of the 1950s, teachers and scientists from Finland and Great Britain, as well as Communist Party leaders, and representatives of student and trade union organizations from Western countries visited Kyiv University to give lectures and deliver scientific reports. However, in 1959–1960, plans for the teaching work of Taras Shevchenko Kyiv State University in the Great Britain universities remained unrealized. Nevertheless, since then, teachers and scientists of Kyiv University have actively participated in international scientific events held in Western countries (Madrid, Paris, London, Vienna, and Stockholm). Some teachers completed internships at universities in Italy, France, and Great Britain. Students also did internships in these countries. Mostly, these were senior-year students of the Faculty of Philology who were studying foreign languages. It is noted that the scientific works and teachers of Taras Shevchenko Kyiv State University were published abroad. Among them were Professor Mytropolskyi Yu. (in Great Britain and Sweden), Professor Vsekhsvyatskyi S. (in Great Britain and Belgium), Professor Bileckyi A. (in Greece), Professor Marynych O. (in Great Britain and Sweden) works. Scientists of Kyiv University worked with colleagues from universities and scientific institutions of the West on common scientific themes. The international book exchange of Kyiv State University, as of July 1, 1965, was held with such universities as the Taylor Institute at the University of Oxford, the University of Oslo, the Mathematical Institute at the University of Bonn, Liège (Belgium), Besanson and Cannes (France) universities, and also by the academies of sciences of Denmark and Ireland. The emergence of an international détente in the relations between the West and the USSR at the end of the 1960s had a positive effect on the ties of Taras Shevchenko Kyiv State University with the countries of the West. The number of their youth at Kyiv University continued to grow. Thus, if in 1969 one representative of a Belgian and a Frenchman studied at the university, then as of January 1, 1975, 60 students from the «capitalist countries» studied at the university. In turn, the cooperation of Taras Shevchenko Kyiv State University with educational and scientific institutions of Western countries in 1975–1991 remains understudied. However, this is the subject of the next scientific research.
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Salin, P. B., and I. V. Yushkov. "The soviet Experience with International students: The Geopolitical Aspect." Humanities and Social Sciences. Bulletin of the Financial University 9, no. 6 (February 10, 2020): 14–17. http://dx.doi.org/10.26794/2226-7867-2019-9-6-14-17.
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The relevance of this topic is due to the aggravated geopolitical confrontation in the contemporary world, as well as an increasingly noticeable emphasis on “soft power” and “smart power”. The purpose of this article is to briefly analyse the Soviet experience of using higher education as a tool of “soft power”. In this article, we divided this experience into two main stages. The first was the formation of Communist ideology as only one in the world and the beginning of its expansion (1920–1940s of the XX century.). The second one — was the stage of the bipolar world, when the USSR dealt with international students who came from the countries of “victorious socialism”. At the first stage, the education of international students could not be considered as a full-fledged tool of “soft power”, since it was more about the propaganda treatment of international students than a more subtle impact . Interaction with international students in Soviet universities at the second stage (during the cold war) had another serious flaw. Since it was about the representatives of the countries of “victorious socialism”, the ideological work was carried out on the residual principle, and the primary stress state placed on the training of technical personnel. Thus, it can be concluded that, taking into account the Soviet experience and the vagueness of spheres of influence in the contemporary world, it is advisable to rely on the involvement of international students in the Humanities, who after returning home are more likely to occupy senior positions in the state apparatus and/or become leaders of public opinion.
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Bugrov, Volodymyr. "Institutionalisation of Research Achievements of the Institute of Philosophy in Educational Practices: experience of the «Kyiv School of Philosophy»." Filosofska dumka (Philosophical Thought) -, no. 4 (December 10, 2021): 27–37. http://dx.doi.org/10.15407/fd2021.04.027.
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The article raises the topic of the specifics of the process of institutionalization of scientific achievements of the H. S. Skovoroda Institute of Philosophy of the NAS of Ukraine, especially the ones of the «Kyiv School of Philosophy» of the second half of the XX century and early XXI century, in the contemporary educational practices of Ukrainian universities on the example of the Taras Shevchenko National University of Kyiv. The celebration in 2021 of the 75th anniversary of the institute, which, together with the university, became the main centre of the Kyiv School of Philosophy, once again highlights the latter's role as a leading subject of institutionalization of the Ukrainian national philosophical tradition of late modern times. One of the most famous innovative academic, humanitarian projects and the first prototypes of an open society in the Ukrainian SSR, this institute was a major domestic participant in world philosophical life during the Cold War and became a centre of growth of the philosophical community in the independent Ukraine. An illustrative example of the introduction of new educational practices in classical universities of Ukraine in the context of digitalization of domestic higher education during the emergence of a global network society is an activity of philosophical societies and startups of the Taras Shevchenko National University of Kyiv and the H. S. Skovoroda Institute of Philosophy of the NAS of Ukraine. It unites their common high scientific and educational potential. The Student Society of Oral History of Philosophy of the Taras Shevchenko National University of Kyiv is one of the most famous. At the centre of its studies is initiated in T. Chaika’s “The Philosopher’s Oral Histories” project reconstruction of scientific biographies of the Kyiv School of Philosophy creators in the context of developing an oral history of philosophy as an alternative historical and philosophical approach/source/genre.
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Vahrson, Wilhelm-Günther, and Peter Spathelf. "Eberswalde University for Sustainable Development: with deep roots in forestry towards a "whole institution approach" in sustainability." Scientific Bulletin of UNFU 29, no. 10 (December 26, 2019): 25–29. http://dx.doi.org/10.36930/40291004.
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Eberswalde University for Sustainable Development (HNEE) is a University of Applied Sciences in Brandenburg and one of Germany's greenest universities with 4 faculties and a unique profile. The basic principle of HNEE is sustainability, anchored in the mission statement, 'Mit der Natur für den Menschen' (With nature for mankind), and research is focused in the three areas: Sustainable rural development; Sustainable production and use of natural products, and Sustainable management of limited resources. HNEE provides several innovative study programs, such as Forestry, Organic Farming, Wood Technology, International Forest Ecosystem Management on Bachelor level. On Master level the study programs are Regional Management, Global Change Management, Sustainable Entrepreneurship and Forest Information Technology, a double-degree program together with Warsaw University of Life Sciences. Furthermore, HNEE's portfolio is complemented with further education Master programs such as Strategic Sustainability Management. The Higher Education Institution at Eberswalde has a long history going back to the early 19th century when it was a Faculty of the Berlin University. During the Cold War the Faculty was closed due to political reasons. After German reunification, among others a University of Applied Sciences was founded, with focus on practical application. The current situation of HNEE is described emphasizing the so-called 'Whole Institution Approach', i.e. sustainability is seen as an integrative concept for human life and economic development. The Whole Institution Approach encompasses a sound environmental management program aiming at zero emissions. Last but not least, some features of the Faculty of Forest and Environment are outlined. Especially worth to be mentioned is the international focus of the faculty, with four international study programs and many research topics of international relevance. Moreover, the Centre for Economics and Ecosystem Management is attached to the faculty.
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Stevens, Mitchell L. "Higher Education Politics after the Cold War." Change: The Magazine of Higher Learning 50, no. 3-4 (July 4, 2018): 13–17. http://dx.doi.org/10.1080/00091383.2018.1507232.
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Geiger, Roger, Jacob Neusner, and Noam M. M. Neusner. "The Price of Excellence: Universities in Conflict during the Cold War Era." History of Education Quarterly 37, no. 1 (1997): 99. http://dx.doi.org/10.2307/369929.
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Cerwonka, Allaine. "HIGHER EDUCATION ‘REFORM’, HEGEMONY, AND NEO-COLD WAR IDEOLOGY." Cultural Studies 23, no. 5-6 (September 2009): 720–35. http://dx.doi.org/10.1080/09502380903132330.
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Yamamoto, Shinichi. "Universities and Government in Post-War Japan." Canadian Journal of Higher Education 34, no. 3 (December 31, 2004): 105–26. http://dx.doi.org/10.47678/cjhe.v34i3.183469.
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Japan's higher education system, in which private universities and colleges play an important part, has embarked on far-reaching reform in the 1990s. Its main objective was to free the national (public) universities from tight control by the central government and to give them more autonomy. In light of dramatic demographic changes, especially a much smaller proportion of people of traditional university age, and considering that higher education research was not useful to Japanese industry, the status and management of public universities have been transformed to allow more autonomy, competition, and private sector-style management. Meanwhile, mechanisms have been introduced to hold the newly independent universities more accountable.
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Raina, Dhruv. "Engineering Science Education and the Indian Institutes of Technology." Contemporary Education Dialogue 14, no. 1 (January 2017): 49–70. http://dx.doi.org/10.1177/0973184916678698.
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The last two decades have witnessed a revival of research interest in the Cold War, and on science during the Cold War, from a revised social theoretic perspective.1 Part of this reframing is evident in explorations of the relationship underpinning the Cold War discourse and modernisation theory. Drawing on this new turn, this article switches the register to the first decades of decolonisation, and revisits the establishment of elite institutes of engineering and engineering science, such as the Indian Institute of Technology (IIT), Mumbai, in order to understand the consequences of the entanglement of the Cold War discourse with decolonisation on higher technological education in India in the 1950s. The article argues that within the realm of technological or engineering science education, across the Cold War divide, the globalisation of higher technological education or the ‘Americanization of higher education’ as Krige calls it, is evident, as much at the elite IITs in India as elsewhere.
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Jun, Huang Yan, and Tan Chee Seng. "Research on the development of the Chinese higher education system during the anti-Japanese war period, 1937-1945." Linguistics and Culture Review 6 (December 17, 2021): 185–98. http://dx.doi.org/10.21744/lingcure.v6ns2.2007.
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The ancient dynasty was deposed in 1911, and a new republic took its place. It is found that China made great development in all areas of life throughout the Republican era (1912-1949) excepting Anti-Japanese War. During the time when the last Quing dynasty would approach its end, China is in the primary stage in building a higher education system. In a republican era, China developed its modern higher education system which is composed of public universities, private, universities, and voluntary universities. The war with Japan was certainly the most momentous event in the History of China during the Republican era. The methodology indicating the Reformation era is thoroughly examined during the war. The new development of the war has highlighted a higher education system. Consequently, this paper examines the evolution of China's higher education system from 1937 to 1945, during Japan's anti-war era. In this paper, a descriptive methodology is used to get reliable results. Besides, secondary data such as journals, peer-review, papers, books, articles, were used to get information for the topic.
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Shillony, Ben-Ami. "Universities and Students in Wartime Japan." Journal of Asian Studies 45, no. 4 (August 1986): 769–87. http://dx.doi.org/10.2307/2056086.
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Japan possessed a sophisticated network of institutions of higher education before World War II. There was repression on the campuses of colleges and universities, but it was less severe than that in the totalitarian countries of the time. The war placed great demands on higher education and forced it to change. New universities, colleges, and research institutes were established; more students were enrolled; and more women entered colleges. The war also spurred a great shift toward science and technology, which was to be instrumental in Japan's economic recovery in the postwar era.Mobilization for military duty or for work made the students feel that they were responsible for the fate of their country. However, their youthful outburst of patriotism came to an end with Japan's defeat. Feelings of betrayal and disillusionment nurtured the extreme patriotism and militancy of the postwar student movement.
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Kuany, David Malual W. "Do or Die: The Dilemma of Higher Education in South Sudan." International Higher Education, no. 85 (March 14, 2016): 24–25. http://dx.doi.org/10.6017/ihe.2016.85.9245.
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South Sudan, the world’s newest nation, faces severe problems in developing it’s higher education institutions due to civil war, poverty, and other factors. Yet, universities are growing. This article discusses the challenges and accomplishments.
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MacLean, Alair. "Lessons from the Cold War: Military Service and College Education." Sociology of Education 78, no. 3 (July 2005): 250–66. http://dx.doi.org/10.1177/003804070507800304.
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Since World War II, the federal government has provided funds to pay for the education of veterans through the GI bill. Yet, these funds were unavailable from 1955 to 1965. This article considers four potentially overlapping hypotheses to describe the effect of military service on veterans' educational attainment in the absence of government funding. Military service may have (1) reproduced civilian status defined by social background, (2) reflected the process of selection on the basis of individual characteristics, (3) changed men's educational trajectories by providing a positive turning point, or (4) disrupted the educational portion of the transition to adulthood. The results indicate that veterans who were drafted were less likely than were nonveterans and veterans who were not drafted to go on to college, which is consistent with the disruption hypothesis, and that military service diverted academically ambitious men from their plans for higher education. Thus, military service disrupted some men's educational trajectories, but may also be described as a turning point with negative, rather than positive, consequences for the pursuit of higher education.
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Forsyth, Hannah. "Negotiating the benefits of knowledge." History of Education Review 42, no. 1 (June 21, 2013): 24–39. http://dx.doi.org/10.1108/08198691311317679.
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PurposeThe purpose of this paper is to explore the origins of tensions between the benefits (such as technologies and skills) and the substance of knowledge (often described as “pure inquiry”) in Australian universities. There are advantages to considering this debate in Australia, since its universities were tightly connected to scholarly networks in the British Empire. After the Second World War, those ties were loosened, enabling influences from American research and technological universities, augmented by a growing connection between universities, government economic strategy and the procedures of industry. This paper thus traces some of routes by which arguments travelled and the ways they were articulated in post‐war Australia.Design/methodology/approachIdeas do not travel on their own. In this paper, the author takes a biographical approach to the question of contrasting attitudes to university knowledge in the post‐war period, comparing the international scholarly and professional networks of two British scientists who travelled to Australia – contemporaries in age and education – both influencing Australian higher education policy in diametrically opposing ways.FindingsThis research demonstrates that the growing connection with economic goals in Australian universities after the Second World War was in part a result of the new international and cross‐sectoral networks in which some scholars now operated.Originality/valueAustralian historiography suggests that shifts in the emphases of post‐war universities were primarily the consequence of government policy. This paper demonstrates that the debates that shaped Australia's modern university system were also conducted among an international network of scholars.
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Chou, Grace Ai-Ling. "Cultural Education as Containment of Communism: The Ambivalent Position of American NGOs in Hong Kong in the 1950s." Journal of Cold War Studies 12, no. 2 (April 2010): 3–28. http://dx.doi.org/10.1162/jcws.2010.12.2.3.
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This article discusses the ambivalent role of U.S. non-governmental organizations (NGOs) in shaping Hong Kong's institutions of higher education in the 1950s. Cold War concerns about Communist expansion induced the NGOs to pursue ideological goals that were not part of their main mission, even as they continued policy directions that superseded and sometimes unintentionally counteracted Cold War thinking and strategies. Hong Kong, as a site important but marginal to both China and Britain, had strategic value in the Cold War and as such impelled many different forces to contest it. By examining how U.S. NGO educational work in Hong Kong both reinforced and destabilized Cold War ideology, one gains a clearer picture not only of Hong Kong's cultural significance in Cold War politics but also the ambiguity of Cold War intellectual paradigms of culture and education.
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Burton, Eric. "Decolonization, the Cold War, and Africans’ routes to higher education overseas, 1957–65." Journal of Global History 15, no. 1 (February 13, 2020): 169–91. http://dx.doi.org/10.1017/s174002281900038x.
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AbstractFrom the late 1950s, Africans seeking higher education went to a rapidly increasing number of destinations, both within Africa and overseas. Based on multi-sited archival research and memoirs, this article shows how Africans forged and used new routes to gain access to higher education denied to them in their territories of origin, and in this way also shaped scholarship policies across the globe. Focusing on British-ruled territories in East Africa, the article establishes the importance of African intermediaries and independent countries as hubs of mobility. The agency of students and intermediaries, as well as official responses, are examined in three interconnected cases: the clandestine ‘Nile route’ from East Africa to Egypt and eastern Europe; the ‘airlifts’ from East Africa to North America; and the ‘exodus’ of African students from the Eastern bloc to western Europe. Although all of these routes were short-lived, they transformed official scholarship provisions, and significantly shaped the postcolonial period in the countries of origin.
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Betts, Richard K. "Should Strategic Studies Survive?" World Politics 50, no. 1 (October 1997): 7–33. http://dx.doi.org/10.1017/s0043887100014702.
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Political science attends to causes and consequences of war but only fitfully welcomes study of its conduct, because few grasp how much the dynamics of combat shape politics. Bernard Brodie called for development of strategic studies on the model of the discipline of economics, because neither the military nor academia treated the subject rigorously. His call was answered in the early cold war, with mixed results. Theories about nuclear deterrence burgeoned while empirical studies of war lagged. The late—cold war impasse in nuclear strategy, rooted in NATO doctrine, shifted attention to conventional military operations and empirically grounded theory. Since the cold war, research on general theoretical questions about war and peace has been prospering, but education in military matters has been eroding. Interdisciplinary strategic studies integrate political and military elements of international conflict, but there is no recognized discipline of military science; military analysis is smuggled into political science and history departments, where it is resisted by calls to conceptualize security broadly or focus on purely theoretical work. If serious military studies are squeezed out of universities, there will be no qualified civilian analysts to provide independent expertise in policy and budget debates, and decisions on war and peace will be made irresponsibly by uninformed civilians or by the professional military alone.
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Samuilova, Simona. "Bulgarian-American Relations in the Field of Education and Science after the End of the Cold War." Istoriya-History 29, no. 2 (March 10, 2021): 177–87. http://dx.doi.org/10.53656/his2021-2-5-bgusa.
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The article aims to analyze the history of Bulgarian-American relationship after the end of the Cold War with an emphasis on the changes that occur in the scientific and educational contacts between the two countries. The study is based on unpublished documents from the Scientific Archive of the Bulgarian Academy of Science (BAS), Diplomatic Archive of the Ministry of Foreign Affairs, the „Commission for Disclosure of Documents and Announcing Affiliation of Bulgarian Citizens with the State Security and the Intelligence Services of the Bulgarian National Armed Forces“, official documents and published data of American educational and research institutions, as well as the research of leading authors and participants in the events. The analysis of the changes in the bilateral cooperation after the end of the Cold War found the educational exchange programs of the U.S. Nongovernmental Organizations to be incapable of rapid transformation in line with the new political realities. Their place was taken by the American universities, which proved to be far more “flexible” and able to respond to the changing needs of time.
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Samuilova, Simona. "Bulgarian-American Relations in the Field of Education and Science after the End of the Cold War." Istoriya-History 29, no. 2 (March 10, 2021): 177–87. http://dx.doi.org/10.53656/his2021-2-5-bgusa.
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The article aims to analyze the history of Bulgarian-American relationship after the end of the Cold War with an emphasis on the changes that occur in the scientific and educational contacts between the two countries. The study is based on unpublished documents from the Scientific Archive of the Bulgarian Academy of Science (BAS), Diplomatic Archive of the Ministry of Foreign Affairs, the „Commission for Disclosure of Documents and Announcing Affiliation of Bulgarian Citizens with the State Security and the Intelligence Services of the Bulgarian National Armed Forces“, official documents and published data of American educational and research institutions, as well as the research of leading authors and participants in the events. The analysis of the changes in the bilateral cooperation after the end of the Cold War found the educational exchange programs of the U.S. Nongovernmental Organizations to be incapable of rapid transformation in line with the new political realities. Their place was taken by the American universities, which proved to be far more “flexible” and able to respond to the changing needs of time.
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Galynska, Olena, and Svitlana Bilous. "Remote learning during the war: challenges for higher education in Ukraine." International Science Journal of Education & Linguistics 1, no. 5 (December 1, 2022): 1–6. http://dx.doi.org/10.46299/j.isjel.20220105.01.
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This study analyses the challenges the higher education of Ukraine, university students and teachers face in wartime, as well as considers accessibility and effectiveness of remote learning. This is done by examining the National University of Food Technologies and its remote learning experience due to the Russia's aggression in February, 2022. While many universities have similar problems nowadays, every institution has its own unique ones (location of education agents; possibility for teachers to create new courses and/or improve the existing ones downloading the materials and tests; access to resources for the students; access to academic support). Despite the fact that the National University of Food Technologies has already had its own distance platform since 2015-2016 and have been constantly improving it the last 2-3 years especially because of Covid pandemic-2020, the wartime caused a lot of problems preventing access for the students to get a quality education. The research considers the benefits offered by remote learning for the students and teachers, and difficulties connected with low accessibility and even impossibility for both educational agents to continue educational process. On the one hand, study progress is not really feasible or sustainable when students live in situations of war or occupation. On the other hand, the article demonstrates that remote learning is capable of delivering the educational goals of the university to the areas affected by the war.
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Rasickaitė, Ignė. "The Fate of Psychology in Lithuanian Higher Education Institutions during World War II." Lietuvos istorijos studijos 50 (December 30, 2022): 110–29. http://dx.doi.org/10.15388/lis.2022.50.6.
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This paper examines the fate of psychology as an academic field of study in Lithuanian universities during World War II. During the period of independent Lithuania, thanks to the first psychologists, psychology existed as a science and found its place in the main and only higher education institution of the time, the Lithuanian University (later – Vytautas Magnus University). After the regaining of Vilnius, some of the psychologists stayed at Vytautas Magnus University and some were transfered from Kaunas to the regained Vilnius University. During World War II, Vytautas Magnus University lost all of its psychologists, and Vilnius University also lost several psychologists. However, even under the conditions of occupation and adverse war conditions, psychology survived at the university. Although psychology established itself as a separate scientific discipline in independent Lithuania, it hadn‘t become one either during the Nazi occupation or the first or second Soviet occupations, instead existing alongside the science of pedagogy in Lithuanian higher education institutions, even with a small group of researchers.
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Campbell, Craig. "Cold War, the universities and public education: The contexts of J. B. Conant’s mission to Australia and New Zealand, 1951." History of Education Review 39, no. 1 (June 24, 2010): 23–39. http://dx.doi.org/10.1108/08198691201000002.
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Kozinchuk, Vitalii, Anastasiia Kuzmenko, Svitlana Malona, Liudmyla Matviienko, and Olga Sonechko. "Competitiveness of Ukrainian higher education in the world aspect against the background of Russian armed aggression." Eduweb 16, no. 2 (August 2, 2022): 166–79. http://dx.doi.org/10.46502/issn.1856-7576/2022.16.02.12.
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The purpose of the article is to determine the competitiveness of higher education in Ukraine and the prospects for future development of university education against the background of the war with Russia. A number of theoretical methods were used to write the study, including analysis and synthesis, concretization method, prognostic method and SWOT analysis. In conclusions it is shown that the war of 2022 acquires distinctbarbaric forms. However, higher education institutions in Ukrainian cities have not lost their potential. In addition, universities have retained their intellectual potential, which can be complemented by cooperation with Western institutions.
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Telling, Kathryn. "Selling the Liberal Arts Degree in England: Unique Students, Generic Skills and Mass Higher Education." Sociology 52, no. 6 (February 19, 2018): 1290–306. http://dx.doi.org/10.1177/0038038517750548.
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This article examines a series of well-documented changes in post-war English higher education: the massification of, and increased differentiation within, the system, as well as changing relationships between credentials, skills and incomes. It offers an account of the new liberal arts degrees rapidly emerging at both elite and non-elite universities in England, explaining these as a response to, and negotiation of, an ever-changing higher-education landscape. Through an analysis of the promotional websites of the 17 English liberal arts degrees offered in the 2016–2017 academic year, the article links their emergence to broader trends, while insisting that there are crucial differences in the ways in which elite and non-elite universities use new degrees to negotiate the higher education landscape.
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Babury, Mohammed Osman, and Fred Manwarren Hayward. "A Lifetime of Trauma: Mental Health Challenges for Higher Education in a Conflict Environment in Afghanistan." education policy analysis archives 21 (September 15, 2013): 68. http://dx.doi.org/10.14507/epaa.v21n68.2013.
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More than 30 years of war in Afghanistan have resulted in immense policy challenges to address the resulting mental health issues. The purpose of this policy analysis is to examine the potential role of higher education in addressing the pressing mental health problems in Afghanistan’s public universities and higher education institutions as a major policy challenge. We define and spell out the extent and nature of the mental health problems and policy issues involved, putting them in the context of students in a war environment. We discuss efforts by the leadership of the Ministry of Higher Education to respond to the physical damage of war and the resulting mental health crises in a setting of very scarce human and financial resources. We describe a system of higher education battered by years of war yet seeking to rebuild and raise quality even while the fighting continues. The conditions of the higher education system are described, as well as the scope, complexity and nature of mental health problems, and major challenges faced in trying to rebuild both the system and the lives of the higher education community. We spell out the immense challenges faced in rebuilding a system badly devastated by war while dealing with the tremendous human mental health toll experienced by its students, faculty, and staff. We conclude by setting out some possible directions, options and recommendations for responding to the mental health problems while recognizing the difficulties higher education faces in trying to respond to them.
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Bañuelos, Nidia. "Why We Need More Histories of Low-Status Institutions." History of Education Quarterly 60, no. 2 (May 2020): 246–60. http://dx.doi.org/10.1017/heq.2020.21.
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As scholars of higher education regularly point out, American universities face a fundamental tension between access and exclusion. On the one hand, as publicly supported institutions operating in a democracy, they are charged with promoting social mobility and sharing knowledge that can improve society. On the other, they are tasked with identifying and supporting elites—those talented, ambitious, and hardworking individuals who deserve the most money and accolades. In his 1993 History of Education Society presidential address, “Race, Meritocracy, and the American Academy during the Immediate Post-World War II Era,” historian James Anderson describes one way in which northern white colleges and universities coped with this tension after World War II. During this time, Fred Wale, director of education for the Julius Rosenwald Fund, compiled a list of 150 outstanding black scholars with degrees from schools like the University of Chicago, Harvard, Columbia, and the University of Michigan; extensive teaching experience at historically black colleges and universities (HBCUs); and highly regarded publication records. Wale sent his list to hundreds of university presidents, encouraging them to consider these qualified candidates for faculty appointments. His efforts made minimal impact: between 1945 and 1947, only twenty-three of the scholars on Wale's list were offered permanent faculty positions at northern white universities.
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Thao, Nguyen Thi Huyen. "Higher education – the factor of soft power in U.S. foreign policy from the post-cold war to 2016." Science & Technology Development Journal - Social Sciences & Humanities 4, no. 3 (October 1, 2020): 605–12. http://dx.doi.org/10.32508/stdjssh.v4i3.578.
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Soft power is a concept that was created by Joseph Nye in the 1990s. After the soft power theory was supplemented many times, up to now, it has been considered a theory interesting to many researchers. In 2005, he pointed out that higher education played an important role and was a factor of soft power in U.S. foreign policy. The United States (U.S) is a country that has flexible, adjustable and appropriated changes in foreign policy. The cultural and educational values in history have created the soft power and own mark of U.S , especially in the period of the Cold War (1947- 1991). At that time, higher education contributed to the training and changing of the mind of many students going to the Soviet Union. After the Cold War ended, the U.S. remained the nation's top-rank comprehensive national power in the World. This national power gave the U.S. favorable conditions to enforce and implement strategies globally. In this way, the soft power was never left behind in the U.S foreign policy, especially in higher education. So, how did the U.S. maintain this policy in the foreign policy and what outcomes did it bring to the U.S.? This article presents the higher education and the factor of soft power in the U.S. foreign policy from the Post-Cold War till 2016.
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Tyutyunnik, V. M., and Hanan Shegree. "The libraries of Syrian higher education institutions: Current state and ways of development." Scientific and Technical Libraries, no. 3 (April 18, 2022): 73–84. http://dx.doi.org/10.33186/1027-3689-2022-3-73-84.
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Syria is one of the countries that was in the process of development at all levels, including education, but the war that began in 2011 led to the decline in the level of education and academic libraries activities. The features of Syrian higher education institutions and their libraries are described, with the focus on the four largest state universities (Damascus, Aleppo, Tishrin and Al-Ba'ath). The main characteristics including library collections of 8 public and 22 private higher education institutions are given. The organization of the libraries of Syrian educational institutions differs: a universitywide library plus the faculty (college) libraries, while the private universities have only one library. Modified and Arabicized Dewey decimal classification used in all libraries for indexing, catalogs are maintained on paper cards, modern information technologies are not implemented, there are still unsuccessful attempts to introduce ALIS Koha and Horizon. The authors show the prerequisites for designing conceptual, information and functional models of networked information system of university libraries to upgrade library and information processes to the modern level.
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Trofymenko, Olena, Nataliia Loginova, Manakov Serhii, and Yaroslav Dubovoil. "CYBERTHREATS IN HIGHER EDUCATION." Cybersecurity: Education, Science, Technique 16, no. 4 (2022): 76–84. http://dx.doi.org/10.28925/2663-4023.2022.16.7684.
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As a result of the transition to distance and hybrid learning, first due to the COVID-19 pandemic and then due to the Russian attack and large-scale war, the education sector has faced a wide range of cyber threats. Awareness of these threats can help universities and their staff protect themselves and their students from these vulnerabilities. Large amounts of personal data and financial information about students, faculty and staff, as well as information about research circulate in higher education institutions. It makes them an attractive target for cybercriminals. The article analyzes cyber threats in the higher education sector. The classification of the most common cyber threats in the higher education sector is offered. The basis of most successfully implemented cyber attacks is the human factor, ie the mistakes of staff or students due to ignorance or disregard for the basic rules of cyber hygiene. A study of the signs of cyber threats in the field of education made it possible to divide them according to nine criteria: threats to IoT devices, threats due to human factors, identity theft, ransomware or malicious software, financial gain, espionage, phishing, DDoS attacks, threats to CMS. The implemented classification of cybersecurity threats in the field of higher education will contribute to their clear understanding and specifics on one or another basis. Knowledge of the main threats to educational networks and systems, understanding of common ways of hacking and leaking confidential data of students, teachers and other staff will allow educational institutions to choose and apply the most effective tools and strategies at all levels of cybersecurity. Cybersecurity is a shared responsibility for everyone, and its success depends on being aware of the motives and methods of attackers, maintaining good cyber hygiene by everyone, and monitoring compliance.
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Delgado-Albán, Darling Viviana. "Role of higher education in Colombia in peacebuilding." Revista Electrónica en Educación y Pedagogía 3, no. .5 (December 8, 2019): 145–51. http://dx.doi.org/10.15658/10.15658/rev.electron.educ.pedagog19.09030509.
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This is a reflection that attempts to analyze the role of universities in Colombia during the peacebuilding process. It is necessary to state out the relevant practices that the educational community has been used to empower education during war times. Moreover, it is critical to understand several facts that Colombian higher education has faced during the conflict and the post-conflict. The circumstances that the education in Colombian has been exposed to is just a sign that interventions and improvements are necessary to achieve a sustainable peace were minorities, students who have been victims of the conflict, and individuals that need support through education opportunities need to be a priority. It is important to know how instructional practices have become key tools that contribute to peacebuilding by the teaching of moral values, principles, concepts about the importance of the family, knowledge about good aspects of citizenship, and culture, and leadership strategies which enhance learners’ attitudes towards becoming citizens able to build a strong society that guarantees a positive future to its generations. This article shows that peace education is an essential element in achieving a sustainable peace around Colombia, where thousands of learners have been affected by the war that has frustrated their dreams and has hypnotized their hopes of living in a secure country where the possibilities to achieve a successful future turn each time further. This reflection is a resource for students and teachers to dig in their daily practices and interiorize the manners in which they can contribute positively to peacebuilding from the academy.
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Delgado-Albán, Darling Viviana. "Role of higher education in Colombia in peacebuilding." Revista Electrónica en Educación y Pedagogía 3, no. .5 (December 8, 2019): 145–51. http://dx.doi.org/10.15658/rev.electron.educ.pedagog19.09030509.
Full textAbstract:
This is a reflection that attempts to analyze the role of universities in Colombia during the peacebuilding process. It is necessary to state out the relevant practices that the educational community has been used to empower education during war times. Moreover, it is critical to understand several facts that Colombian higher education has faced during the conflict and the post-conflict. The circumstances that the education in Colombian has been exposed to is just a sign that interventions and improvements are necessary to achieve a sustainable peace were minorities, students who have been victims of the conflict, and individuals that need support through education opportunities need to be a priority. It is important to know how instructional practices have become key tools that contribute to peacebuilding by the teaching of moral values, principles, concepts about the importance of the family, knowledge about good aspects of citizenship, and culture, and leadership strategies which enhance learners’ attitudes towards becoming citizens able to build a strong society that guarantees a positive future to its generations. This article shows that peace education is an essential element in achieving a sustainable peace around Colombia, where thousands of learners have been affected by the war that has frustrated their dreams and has hypnotized their hopes of living in a secure country where the possibilities to achieve a successful future turn each time further. This reflection is a resource for students and teachers to dig in their daily practices and interiorize the manners in which they can contribute positively to peacebuilding from the academy.
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Farah, Abdiqani Ahmed. "The Effect of Overlapped Roles of Ownership, Leadership and Management in Post-Civil War Somali Universities." East African Journal of Education Studies 5, no. 1 (April 4, 2022): 144–54. http://dx.doi.org/10.37284/eajes.5.1.603.
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This paper examines the overlap that exists in the governance systems of higher education institutions (HEIs) in Somalia. Then, it tries to contribute to the appropriate remedies for effective higher education leadership. With the exception of four universities, all of the investigated universities and their boards exist nominally. Only eight university boards of trustees/directors are structured in ways where the delegation of responsibilities is achieved in a way that gives other bodies a sense of who answers to whom. For the publicly-owned Somali National University (SNU), it is the incumbent President of the Federal Republic of Somalia is the rector and patron. There is a great deal of confusion and overlap in the respective roles of its council and Senate. As a result, the immediately felt knock-on effect has been the quality of education delivered, which in turn impacted the employability of graduates. To achieve better, a good corporate governance system, which is cascaded down into middle and lower-tier management that guarantees a balance of power between different investors and management, is sine qua non. Finally, the FGS and FMEs need to set up proper external quality control mechanism bylaws for the universities to form an internal quality assurance (IQA) apparatus.
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Ujváry, Gábor. "Klebelsberg Kunó kulturális politikája és a felsőoktatás." Gerundium 9, no. 3 (March 18, 2019): 102–26. http://dx.doi.org/10.29116/gerundium/2018/3/7.
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The Cultural Policy of Kuno Klebelsberg and the Higher Education. The study presents the higher education policy of one of the best known and succesful Hungarian Minister of Religion and Education (1922–1931) Kuno Klebelsberg (1875–1932). As a politician of a state dismembered to one third of her original size-a consequence of the war loss and the Trianon peace treaty-he became a minister in miserable economic circumstances. With the contribution of him the stabilization of so-called refugee universities (from Kolozsvár and Pozsony to Budapest and then to Szeged [1921] and to Pécs [1923], the Academy of Minery and Forestry from Selmecbánya to Sopron [1918–1919]) could succesfuly be managed. Because of his conservative-liberal political attitude he tried to ease the effects of the so-called Numerus clausus Acts of 1920 which made the university entrance for Jewish Hungarians extremely serious. In 1928 he achieved the modification of that regulation. Instead of Budapest he supported the development of universities of Debrecen, Szeged and Pécs as a consequence of his well-grounded education policy based on decentralization. With his higher education policy he made great contribution to preserve the pre Great War Hungarian higher educational capacity in a dismembered Hungary lost 60% of her original population.
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Geiger, Roger L. "Becoming a Modern Public Research University: The Postwar Challenges of Rutgers and Penn State, 1945-1965." New Jersey Studies: An Interdisciplinary Journal 2, no. 2 (July 1, 2016): 20. http://dx.doi.org/10.14713/njs.v2i2.46.
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<p>Both Rutgers and Penn State Universities developed into modern research universities in the two decades after World War II. This paper describes how both overcame uncertain relations with their respective states and relatively weak financial support. Both evolved a significant share of the public provision of higher education. And both also strived to establish a reputation for quality undergraduate education. For research, it was necessary to obtain the resources to compete for grants in the federal research economy. Continuation of the advances made in these decades have allowed both institutions to solidify their standings among the top 40 American research universities.</p>
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Metzger, Walter P., and Willis Rudy. "Total War and Twentieth-Century Higher Learning: Universities of the Western World in the First and Second World Wars." Journal of Higher Education 63, no. 6 (November 1992): 708. http://dx.doi.org/10.2307/1982053.
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Сальков and Nikolay Sal'kov. "Americanization of Russian Geometric Education and Descriptive Geometry." Geometry & Graphics 3, no. 3 (November 30, 2015): 38–46. http://dx.doi.org/10.12737/14418.
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70 years ago, the bloodiest of wars had ended. Literally,
the next day the USA started the ruthless Cold war against the
USSR. Goal – to destroy the USSR as political and military enemy.
Ironically, it was the Russian Empire (and the Soviet Union
– its successor) that first in the world recognized the USA as an
independent state. In 1991, the goal was achieved. Russia considered
the cold war over, and the USA a partner in all matters. In
vain. It is no secret the CIA felt home in Russian governmental
buildings. It is no secret that Department of State advisers sat in
every Russian Ministry. Unsurprisingly, imposed reforms have led
to destruction of industry, agriculture, and medicine. The country
was flooded with imports, and Russia has lost the basic security of
state.
Obviously, the same benefactors from the CIA forced the Ministry
of Education and Science to adopt the surrogate instead of the
Soviet system of education. Moreover, the well-wishers perfectly
knew that this surrogate was of very low quality. Introduction of
the American system of education instead of the Soviet one is the
manifestation of the cold war.
Artificial confrontation of computer graphics vs. descriptive
geometry arose. Enforced antagonism resulted in elimination of
teaching descriptive geometry in many areas. Known: computers
and computer graphics come from the USA. Note that geometry
experts do not oppose to the use of computer graphics. More obscure
is the position of some of our partners, when they advocate destruction
of science in favor of a drawing instrument. In this mortal
combat of geeks, the author sees a manifestation of the same cold
war that the United States maintains with Russia. Deduction: it is
so because computer graphics took all its geometric methods of
constructing from descriptive geometry.
Minimal program of overcoming this geometric crisis in higher
education is provided.
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Ergin, Hakan, and Hans De Wit. "Religion, a Major Driver for Forced Internationalization." International Higher Education, no. 99 (September 17, 2019): 9–10. http://dx.doi.org/10.6017/ihe.2019.99.11647.
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Today's global phenomenon of forced displacement, at a record high since World War II, has resulted in refugees struggling for access to higher education around the world. Refugees form an untraditional category among international students and force policy makers to employ uncommon drivers to both support their access to universities and handle any possible local societal tensions. Using the case of Syrian refugees' access to higher education in Turkey, this article discusses how religious motivation can enhance refugees' access to higher education in a host country.
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Svyrydenko, Denys, and Serhii Terepyshchyi. "THE SCENARIOS OF REINTERGATION OF UKRAINIAN HIGHER EDUCATION: PHILOSOPHICAL ANALYSIS AND EVALUATION OF PERSPECTIVES." Educational Discourse: collection of scientific papers, no. 8(9-10) (September 30, 2018): 59–70. http://dx.doi.org/10.33930/ed.2018.5007.8(9-10)-5.
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Within the article, interviews were conducted with representatives of the six internally displaced universities (Tavrida National V. I. Vernadsky University, Donetsk National University, Luhansk Oblast Institute of Postgraduate Pedagogical Education, etc.). The subsequent summarization of the results of the interviews allowed us to identify the directions of implementation of the strategy of reintegration. Proceeding from the existing state of the Ukrainian educational system divided by the war, the main way of reintegration is to establish effective systems of support for displaced institutions of higher education as well as improving the material, technical, scientific and pedagogical component of their activities.
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Kerepeszki, Róbert. "Reviewing the difficulties of Hungarian higher education in the first quarter of the 20th century and the role of university youth after the ‘Great War’." Acta Neerlandica, no. 16-17 (March 1, 2021): 79–100. http://dx.doi.org/10.36392/actaneerl/2020/16-17/5.
Full textAbstract:
The basic idea of this paper was generated by some motion pictures shot on October events of 1918. This, at that time fundamentally novel media of mass communication can be considered as a visual interpretation of the moral behavior and the role attributed to the contemporary university youth in the series of revolutions after the ‘Great War’. Young people, many of them from universities, collected shocking experiences in the war that generated their moral and behavioral transition. At the time of the turn of the century there were development processes initiated in the Hungarian higher education, however, the war caused a break in these processes and, there were also certain structural changes introduced during and immediately after the end of the war which resulted in chaotic circumstances that kept on deepening the stress of students. Both the traditional press together with other printed documents and the contemporary newsreel have provided us with the sources being necessary and enough for making an attempt to answer, in what here follows, the questions: how the drastically changed, consequently chaotic situation within the Hungarian higher education along with the declined activity of student associations influenced the students, as well as how the most highlighted phenomena, such as the impact of war on everyday life and economy, the emergence and spread of violence, the reactions to the increased admission of female and Jewish students at universities affected the entire society and within this the university circumstances immediately after the armistice, and why the violence, radicalization, and “brutalization” of the so-called “war generation” became featuring at demonstrations.
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Crook, Sarah. "Historicising the “Crisis” in Undergraduate Mental Health: British Universities and Student Mental Illness, 1944–1968." Journal of the History of Medicine and Allied Sciences 75, no. 2 (January 8, 2020): 193–220. http://dx.doi.org/10.1093/jhmas/jrz060.
Full textAbstract:
Abstract This article explores how and why student mental health became an issue of concern in British universities between 1944 and 1968. It argues that two factors drew student mental health to the attention of medical professionals across this period: first, it argues that the post-war interest in mental illness drew attention to students, who were seen to be the luminaries of the future, investing their wellbeing with particular social importance. Second, it argues that the development of university health services made students increasingly visible, endorsing the view that higher education posed distinctive yet shared mental challenges to young people. The article charts the expansion of services and maps the implications of the visibility of student mental distress for post-war British universities. It suggests that claims that British higher education is currently in the midst of an unprecedented mental health “crisis” should be seen within this broader historical context, for while the contours of the debates around student mental health have shifted substantially, evidence that there was anxiety around student mental wellbeing in the immediate post-war years undermines accusations that contemporary students constitute a unique “snowflake generation.”