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Purpose: This study aims to explore barriers and pathways to a whole-institution governance of sustainability within the working structures of universities. Design/methodology/approach: This paper draws on multi-year interviews and hierarchical structure analysis of ten universities in Canada, the USA, Australia, Hong Kong, South Africa, Brazil, the UK and The Netherlands. The paper addresses existing literature that championed further integration between the two organizational sides of universities (academic and operations) and suggests approaches for better embedding sustainability into four primary domains of activity (education, research, campus operations and community engagement). Findings: This research found that effective sustainability governance needs to recognise and reconcile distinct cultures, diverging accountability structures and contrasting manifestations of central-coordination and distributed-agency approaches characteristic of the university's operational and academic activities. The positionality of actors appointed to lead institution-wide embedding influenced which domain received most attention. The paper concludes that a whole-institution approach would require significant tailoring and adjustments on both the operational and academic sides to be successful. Originality/value: Based on a review of sustainability activities at ten universities around the world, this paper provides a detailed analysis of the governance implications of integrating sustainability into the four domains of university activity. It discusses how best to work across the operational/academic divide and suggests principles for adopting a whole institution approach to sustainability.

The application of Lean practices in higher educational institutes has gained tremendous attention in recent years as the sector strives to improve operational efficiency, enhance student outcomes, and efficiently manage resources. A comprehensive literature review on the application of Lean methodologies in higher educational institutes is presented in this paper. This paper seeks to answer the following research questions: 1) How is Lean methodology adopted by researchers in higher educational institutes? 2) Which Lean tools and methods are most suitable in higher educational institutes? 3) What are the barriers and challenges associated with implementing Lean in higher educational Institutes? 4) What is the future of Lean implementation in higher educational institutes? This literature review comprises a wide range of journal articles published in the last five years, from 2019 to 2023, retrieved from various academic databases, including Emerald Insight, Science Direct, Taylor and Francis, Web of Science, and Wiley Online. PRISMA protocol is used to collect and arrange the journal articles (36% analytical and 64% applied Lean) under several themes: (1) curriculum review and teaching methodology; (2) administration; (3) student satisfaction; (4) lean waste identification and elimination; and (5) barriers and challenges. The paper concludes that the Lean philosophy, which was originally formulated for the manufacturing sector, has been successfully adapted and applied to educational institutes. The application of Lean in higher educational institutes resulted in streamlined processes, waste reduction, and increased staff and student satisfaction levels. However, it also highlights the barriers and challenges such as cultural barriers, resistance to change, lack of knowledge among staff and students, and lack of leadership commitment. Overall, the review paper adds up to the existing body of knowledge by integrating and summarizing the key findings and trends in the application of Lean methodologies in higher education. [ABSTRACT FROM AUTHOR]

Viktor Shklovsky's book "On the Theory of Prose" is a collection of his early studies in literary criticism and theory. The book, translated by Shushan Avagyan, delves into Shklovsky's thoughts on narrative, genre, and verbal art. While the new translation is recommended for those interested in literary criticism, it lacks an index and information on the history of the text. Shklovsky's work is seen as a precursor to the study of World Literature, although it is noted that his references to non-Russian works may be based on translations that could have altered the original text. The book covers various forms of fiction, progressing from simpler to more complex forms, and explores topics such as traditional tales, framed narratives, mystery narratives, and plotless prose. Shklovsky's Theory of Prose is discussed in the article, highlighting its contributions to narratology and literary history. Shklovsky's view is that a literary work is the sum of its devices, and while critics argue that this is reductive, Shklovsky believes that understanding a composition as a set of interacting elements is the first step in understanding it. Shklovsky's focus is primarily on plot and motivation in narrative composition, and he rejects historical approaches to literature that explain works in nonliterary terms. The article also mentions Shklovsky's exploration of nonnarrative fiction and the concept of defamiliarization. Overall, the article suggests [Extracted from the article]

The article focuses on the resurgence of aphoristic expression, particularly in relation to Twitter, examining its impact on thought, knowledge, and education. Topics include the definition and ambiguity surrounding aphorisms, their role in philosophy across different cultures, and defense of Twitter as a medium for intellectual discourse, connecting historical and modern examples of aphoristic styles from Wittgenstein to contemporary criticisms of academics' use of social media.

Ong and Derrida are concerned with presence--for Ong the presence of the other; for Derrida the presence of the signified. These seemingly disparate epistemological meanings of "presence" actually share some striking similarities, but differ about how reason should be figured, that is, what metaphors should be used to conceptualize reason. This disagreement is fundamentally about what Ong called "analogues for intellect." After describing the history of Ong's and Derrida's concept of presence, we indicate how the ethical and religious implications Ong and Derrida draw from "presence" proceed logically from the analogues for intellect that each assumes. We will conclude, first, that these implications reveal a conflict of traditions--philosophy and rhetoric--but we also indicate how Ong's own rhetoric may permit dialogue between traditions.

Lifelong learning has become an important goal of education over the last decade. According to the United States Department of Education (2001), nearly 3 million students over age 17 (excluding those institutionalized) enrolled in adult basic education, adult secondary education, or English as a second language classes in the United States. Historically, language assessment of this special population, often immigrants or low-income participants, at best, has been acceptable, at worst, inadequate. In the early 1980's, the California Adult Student Assessment System (CASAS, renamed the Comprehensive Adult Student Assessment System) was developed to create curriculum and testing materials to assess this unique group of students. CASAS tests are used throughout the United States to evaluate adult basic skills in a wide variety of workforce and academic programs. This review focuses on the most widely used CASAS exams: the multilevel criterion-referenced life skills tests that assess basic literacy and reading ability.

Describes how keeping a journal of four areas of concern helped a high school writing teacher implement changes in his teaching and discover what worked. Discusses how he used the journal to help him focus on implementing peer editing, teaching essay structure, improving student essay detail, and correcting essays more skillfully. (SR)