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Copyright of Actas de Diseño is the property of Facultad de Diseno y Comunicacion, Fundacion Universidad de Palermo and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

This Article introduces a novel concept, higher education redress statutes ("HERS"), to illustrate efforts that acknowledge and amend past wrongs towards African Americans. More proximally, the Article shines a probing light on the escalation of HERS in southeastern states that serve as a site for state regulation and monitoring. The Author exposes how higher education redress statutes, designed to provide relief or remedy to Black people for states' higher education's harm, categorically ignore groups of Black people who rightfully should also be members of the statutorily protected class. This Article queries whether legislators can expand the scope of such statutes and reveals the myriad ways in which higher education redress statutes now serve as tools for aiding in the erasure of the higher education industry's culpability and complicity in slavery, degradation, and discrimination toward Black people. As such, this Article shows the growing hostility toward Black people's contribution to the higher education industry and states' unwillingness to offer redress efforts inclusively, broadly, and robustly. This Article serves as a platform for recognizing Black people's harm and hurt and the degree to which that recognition has been undermined by the states' disparate treatment of their humanity. Lastly, this Article proffers recommendations to activists, legislators, and other relevant stakeholders regarding the enforcement and promulgation of more comprehensive and inclusive higher education redress statutes. [ABSTRACT FROM AUTHOR]

Many lawmakers and public university governing boards are looking to curb faculty tenure. Driven by both ideological and economic motives, recent efforts range from eliminating tenure systems altogether to interfering when schools seek to tenure individual, often controversial scholars. These actions raise serious questions about higher education law and policy and have important implications for the future of academic freedom. Indeed, if they gain further traction, current regulatory threats to tenure will jeopardize the ability of American universities to remain at the forefront of global research and intellectual progress. This Article examines the growing anti-tenure sentiment among state officials and develops a framework for how members of academia should respond. In particular, this Article provides several novel legal strategies that public universities and their faculty can pursue to protect tenure from external interference. These strategies include replicating or defending tenure through alternative contractual means, as well as using privatization techniques to better preserve faculty autonomy. This Article also draws on collaborative governance theory to show how the quasi-legislative powers of private accreditors and similar groups can be applied to incentivize stakeholders on competing sides of the tenure debate to resolve their differences through cooperative decision-making. [ABSTRACT FROM AUTHOR]

On October 6, 2020, the Court of Justice of the European Union (CJEU) handed down its judgment in Commission v. Hungary. It found that Hungary had violated the General Agreement on Trade in Services (GATS), as well as internal European Union law—specifically the EU Charter of Fundamental Rights (EU Charter). The case arose out of Hungary's 2017 amendment to its higher education law. The amendment imposed two novel requirements on foreign universities operating in Hungary. It barred any non-EU university from operating unless its country of origin concluded a specific enabling treaty with Hungary. Moreover, it required that the foreign university actually provide educational services in its country of origin. While framed in general terms, it is hard to avoid the conclusion that the 2017 amendment was aimed at ending the operations of the Central European University (CEU) in Hungary. [ABSTRACT FROM AUTHOR]

It is no longer sufficient for higher education providers to solely focus on fostering academic research communication skills in their doctoral candidates, as a broader skillset is needed to communicate research effectively to diverse audiences. Such knowledge mobilisation facilitates research impact beyond academia and is linked to funding opportunities and career advancement. This paper draws upon qualitative interview data from 30 early career researchers (ECRs) based in both Australia and Japan, exploring how their experiences during doctoral candidature prepared them to produce research outputs for both academic and non-academic audiences. It also sought to capture their perceived overall knowledge and skills in producing these academic research outputs for diverse audiences. Findings suggest that preparedness for producing research outputs for the academic community during doctoral candidature are shaped by supervision, self-direction and experience. Far less support for producing research outputs for non-academic users may be provided during doctoral candidature. ECRs' perception of capability for academic research output production stems from benchmarking against personal prior performance, and colleagues in the field. Capability for non-academic research output production may be much lower than for academic research output production, with ECRs' professional experiences beyond academia supporting development of these skills. [ABSTRACT FROM AUTHOR]

To date, research has focussed on understanding how various contextual factors facilitate students' adjustments to university as they begin their studies. However, there seems to be limited or no research and instruments that have specifically conceptualised and measured students' adjustments, considering their transitional challenges, emotional wellbeing, and barriers to seeking help. Incorporating these factors, we previously developed a model of students' adjustments, titled Transition, Wellbeing, Help-seeking and Adjustments (TWHAS). Building on this model, this paper aims to empirically validate the hypothesised TWHAS model using a validated survey and data collected from 306 first-year students transitioning to an Australian university. The strength of the predictive relations among the selected variables was tested by the significance of the path coefficients of the model. Our findings show a good fit to the theoretical model developed and demonstrate how students' sociodemographic barriers to seeking help and moods (e.g. anxiety) can create a psychological barrier (e.g. lack of openness to seeking help) and how psychological barriers can further inhibit students' overall adjustments to university. These findings have important implications for higher education policymakers, staff as well as administrators, counselling and support services future research on promoting students' the positive adjustments to transition to university. [ABSTRACT FROM AUTHOR]

As professional demands in an increasingly competitive academic environment are growing, professors are often assigned to teach outside their area of expertise. This paper investigates the experience of teaching new courses that are outside a faculty member's immediate area of expertise. Key questions concern the extent to which faculty members appreciate the opportunity to be content novices and whether they accept to appear as such in front of their students. This paper uses an online qualitative survey of 70 international faculty members from diverse academic disciplines. It also employs the computer-assisted qualitative data analysis software (CAQDAS) package NVivo (Version 12) to conduct a series of qualitative analysis. Our findings suggest a fluctuation in the faculty members' responses about the importance of mastering the subject matter and the joy of teaching as a content novice. The study finally provides practical suggestions on how to succeed in teaching outside one's area of expertise. [ABSTRACT FROM AUTHOR]

The increasing participation rate in higher education has raised its own issues, such as how to fund the growth while retaining the quality of education. In Finland, it has been argued that the tuition-free higher education policy increases equality. On the other hand, in the United Kingdom, establishing a system of tuition fees supported by an income-contingent loan system for students has also been argued to increase equality. In Australia, students also face high tuition fees for higher education, as well as a support system focused on domestic students. In addition to tuition fees, entrance examinations also play a crucial part in higher education systems. In order to examine inequalities in higher education from the students' point of view, tuition fees are scrutinised in connection with equality, and entrance examinations in relation to cultural reproduction. Comparing examples of higher music education institutions in Finland, the United Kingdom, and Australia shows that there are large differences between the tuition fees charged for domestic and international students, as well as between countries. Entrance examinations in higher music education are similar in these countries, but may include inequalities based on long traditions in the field of music, especially in classical music. By revealing misconceptions about equity in higher education, it is possible to have a critical debate about the role of tuition fee systems as they are connected with the economics of higher education, and about entrance examinations as reproducing social class inequalities. This discussion may contribute to the redefinition and reformation of more equitable and just education systems, and promote equality in general in society. [ABSTRACT FROM AUTHOR]

In the People's Republic of China, the 2015 (revised) Higher Education Law provides that citizens enjoy the right to receive higher education. That legal ideal, however, is not easy to implement in practice. One important issue in higher education is the extent to which in law and in practice the educational rights and interests of students with disabilities are realized. In anticipation of difficulties, the same law specifically requires Chinese higher education institutions to enrol disabled students who meet the relevant admission qualifications and it explicitly prohibits rejection on grounds of disability. Admission standards and processes, however, remain a problem, as do social attitudes to disability, and other difficulties persist in securing the rights and interests of disabled persons in higher education. The complications that arise remain significantly under researched and are not explicitly addressed in the Higher Education Law. Proposals for reform are not likely to succeed without substantial changes in societal and governmental attitudes. [ABSTRACT FROM AUTHOR]

The dawn of democracy in 1994 ushered in a period of radical change in the higher education sector of South Africa. This rupture represented an opportunity to avoid the replication of patriarchally informed, racially charged, neoliberal practices. More than twenty years later under the banner of Fees Must Fall, students, workers, and academics challenged the exclusionary, racist, exploitative and sexist nature of Higher Learning Institutions that have persisted since this transition from apartheid. In this paper, we reiterate a tested argument in (South) African feminist scholarship by proposing that to fulfil this goal towards transformation and change in and across HLIs, a critical starting point is to use feminist theories to deconstruct parochial, patriarchal ideologies. We review some of the key arguments that various feminists have put forth in relation to meaningfully transforming institutional cultures and pedagogies, ranging from anti-apartheid feminisms to more contemporary, intersectional feminisms and further argue that the neoliberalisation of HLIs, manifested in the capturing of private markets within the education sector, and practices of output-based productivity measurements that create bedrocks of racially charged epistemic exclusions, echo hierarchical patriarchal elements that are remnants of colonialism and apartheid. [ABSTRACT FROM AUTHOR]

Copyright plays a central role in numerous activities within higher education, and educating a university community about copyright law should be a priority, if only to protect the institution from lawsuits. But, based upon a literature review, institutions devote a more resources to other intellectual property activities - plagiarism detection, technology transfer and illegal file sharing management - than for general copyright education activities. Utilizing Mintzberg's organizational model and its discussion of organizational placement and legitimacy as a conceptual framework, this study explores the current copyright education structures among the universities that comprise the Consortium on Institutional Cooperation, otherwise known as the CIC or the Big Ten, to determine whether organizational placement, credentials of individuals, and resources devoted to this activity affect the legitimacy of the office and the authority of copyright officers to fulfill their responsibilities. The results of this study suggest that organizational placement, while it plays a role, is not nearly as important as the credentials of the individual in the position in conveying legitimacy. [ABSTRACT FROM AUTHOR]

Students are at the center of higher education which makes it essential that their voices are heard and what students perceive as high quality are known to the providers of higher education. The purpose of this nationwide quantitative survey was to find out what students identified as markers of quality in higher education. As this is the first study of its kind in the country, it is expected that the results of this study would be valuable to higher education institutions and higher education policy makers to cater the need of the students. Responses from 25.17% (N=2580) of the target population were used to statistically analyze the data. Results showed that students identified delivery and teaching methods; amount of contact; feedback; curriculum relevancy and being challenged by what they are learning; awareness and availability of support networks; relationships and interactions; and accessibility and availability of facilities as markers of quality. [ABSTRACT FROM AUTHOR]

In August 2019, the U.S. Department of Education threatened to terminate federal funding for programs of the Consortium for Middle East Studies, operated jointly by Duke University and the University of North Carolina, because they allegedly failed to comply with requirements of Title VI of the Higher Education Act of 1965, in part because of a lack of "balance of perspectives." Although the dispute was subsequently resolved, DOE's actions, and its rationale for them, pose a continuing threat to principles of academic freedom that the Supreme Court has long recognized as part of the Free Speech Clause of the First Amendment. [ABSTRACT FROM AUTHOR]

Differentiation policies have been implemented in Ontario higher education (HE) with the intent of manufacturing a more efficient and higher-quality system. Policy-makers have repeatedly touted their benefits, but the unintended consequences of differentiation policies remain neglected. Through this piece, we present a northern critique of differentiation policies grounded on the distance deterrence effects literature. We propose that differentiation policies threaten to exacerbate existing provincial north-south disparities in HE access, hampering human capital formation and economic development in northern communities. In addition, we specify some strategies to mitigate these detrimental effects and conclude by providing a conceptual framework through which to understand regional “blind spots” in differentiation policy. [ABSTRACT FROM AUTHOR]

The article provides an overview of the Financial Responsibility Reporting Rule of the U.S. Department of Education. Topics mentioned include the provisions of the Higher Education Act of 1965, the reporting requirements application to public institutions, and a discussion of loan agreement violations, show cause actions, and state or agency citations.

The new Law on Higher Education and Science, referred to as the "Constitution for Science" or the "Law 2.0," has thoroughly reshaped research activities and academic education in Poland, and Latin American Studies--which gained a well-established position since the transformation of the 1980s and 1990s--is no exception. However, it would appear that the introduced changes may have a negative, rather than positive impact. The following article sets out to outline the current situation of Latin American Studies in Poland in the context of the relations between science and politics under the circumstances of the new legislation. [ABSTRACT FROM AUTHOR]

The impact of the process of globalization on higher education institutions and policies is profound, but also diverse, depending on the specific location on the global arena (Marginson & Van der Wende, 2007; Ball, 2012). This paper focuses on relations between globalization and higher education from the perspective of Poland. It analyses various concepts of globalization and economic and socio -cultural aspects of globalization that seem to considerably affect higher education institutions. Then, the major effects of globalization on higher education in Poland are discussed, and some implications for Polish higher education institutions are presented in order to help them better cope with rapid global changes and meet international standards. [ABSTRACT FROM AUTHOR]

Ensuring the safety and mental health of college students is critical to give students the potential for educational success. This paper focuses on the elephant in the room - alcohol abuse - and encourages Congress to address this endemic, long-standing issue in the Reauthorization of the Higher Education Act. A historical review of federal action alongside current research demonstrates college alcohol abuse is a stubborn, pervasive, and devastating problem which demands renewed attention. Disregarding the intertwined nature of alcohol, and sexual misconduct, the Obama administration avoided incorporating the topic into the administration's campus sexual assault campaign. Nonetheless, evidence shows the Obama administration was successful in altering the culture on campus. As a result, there is space to utilize its blue print to address binge drinking. I propose Congress create a Health and Campus Safety Center, a federal multi-agency initiative, to coordinate the informational services and oversight required to ensure a much-needed campus alcohol culture change. [ABSTRACT FROM AUTHOR]

In the 126 Plenary Agreement of the Council of Universities (CU, 2013) once the first accreditation processes finished, it was proposed to review the professional psychological activities (academic degrees included in the 43th Article of the Higher Education Law-LES) and to work on new guiding criteria for the standard formulation for future accreditations. "Criteria to be followed in the application of 43th Article of the Higher Education Law" document defines reassessing the accreditation processes already applied as well as reinterpreting the 43th Article of the Higher Education Law content. The resolutions to be dealt with acknowledge the starting point of the above mentioned 126th Article. The re-addressing of 42nd and 43rd Articles of the Higher Education Law in our discipline implies modifying the 343/09 Resolution of the Ministry of Education that has ruled the accreditation process until today. To do so, we will focus on some particular documents. [ABSTRACT FROM AUTHOR]

Copyright of Canadian Journal of Higher Education is the property of Canadian Society for the Study of Higher Education and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

Practica, internships, and mentorships are vital for the development of capable and productive graduates of preprofessional academic programs, including sports management and sports administration programs. College students with disabilities, including those in sports management and sports administration programs, who are preparing to enter their professional careers, face all of the challenges of entry into the job setting and may also have other issues that add to the difficulty of their transition. Faculty and staff who are in charge of sports management internship programs may find it difficult to provide proper services and accommodations. The purpose of this article is to provide a brief overview of relevant laws and requirements related to students with disabilities, as well as to discuss some of the best practices for providing the accommodations and supports necessary for creating the best educational outcomes for sports administration students with disabilities. [ABSTRACT FROM AUTHOR]

Copyright of Dilemas Contemporáneos: Educación, Política y Valores is the property of Dilemas Contemporaneos: Educacion, Politica y Valores and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)

The national "Double First-class" strategic plan, a new ambitious higher education policy, which was officially launched at the end of September 2017. This emphasises that 42 Chinese universities have a target of being ranked in the global "First-class" category within ten years. Under the guidance of the strategic plan, Chinese academics in Humanities and Social Sciences (HSS) will face significant opportunities and challenges. Compared with those in Science and Technology (S&T), academics in the HSS have less internationalisation in terms of academic discourse power. This study used a mixed-research method to investigate Chinese HSS academics' perceptions of this innovative strategic plan across different types of universities, academics' ranks and locations of academic training. Findings showed that these three variables have significant influences on Chinese academics' perceptions in research publications, research policy understandings and academic promotion strategies. [ABSTRACT FROM AUTHOR]

Using a legal framework, doctrinal analysis, critical legal analysis, and fundamental legal research and drawing upon legislation, case law, judicial, and scholarly commentary, this article defines the fiduciary duties of Canadian university governing boards given the unique features of the university as a legal entity. The legal analysis considers the Canadian university as a corporation, distinguishing it from other types of corporations, identifying the charitable, not-for-profit, public/private dimensions of universities in Canada, and significantly, considering the judicially recognized "community of scholars" and collegial features of universities. The article argues that all of these features shape the fiduciary duties of governing boards and have implications for shared collegial governance in Canadian universities. [ABSTRACT FROM AUTHOR]

Currently, there are 44.7 million Americans holding student loan debt collectively totaling over $1.5 trillion. This massive debt has a profound effect, not only on the lives of the debtors but also on the national economy because it prevents the debtors from buying homes and cars and creating new businesses. This debt is also speculated to be a likely trigger for the next housing bubble because student loans, like the subprime mortgage loans underlying the 2008 financial crisis, are securitized and sold to investors. But many of those with student loans struggle to find jobs that will enable them to pay off their debt. In some cases, they leave school without graduating because they perceive their debt as too overwhelming. When that happens, their lack of a degree exacerbates their struggle to find decent jobs. Moreover, fear of undertaking substantial debt leads some individuals to forego higher education altogether, thereby condemning them to a lifetime of low-paying jobs. This Article traces the development of federal student loans and examines the numerous problems comprising the student loan debt crisis, among them the high cost of postsecondary education, the crisis-level amount of debt undertaken by students, the difficulties of repayment, and the fraud and abuse perpetrated by proprietary institutions and predatory lenders. It attributes these problems to Congress, which it argues has at times both acted, and failed to act, due to misjudgments that at least on occasion have bordered on an animus to students in need. This Article also critiques proposed legislation to reform federal funding of higher education and questions whether the mistakes of the past will soon be repeated in the pending reauthorization of the Higher Education Act of 1965. [ABSTRACT FROM AUTHOR]

Dyslexia is a controversial concept. In UK universities, the number of students possessing a dyslexia diagnosis continues to increase. Legislation requires that teaching staff adapt their pedagogic practices to effectively include students so diagnosed. These actions depend on lecturers having up‐to‐date knowledge of what the dyslexia label currently means. This study explored the nature and extent of UK lecturers' awareness of, and attitudes towards, dyslexia and dyslexic students. One hundred and sixty‐four lecturers working within a range of disciplines in 12 UK universities were surveyed via an online questionnaire. The findings revealed a high degree of positivity towards dyslexic students and academic accommodations like reasonable adjustments. The positivity, though, was typically underpinned by inadequate awareness of current dyslexia research knowledge. Notable consequences included confusion and feelings of inadequacy around how best to meet the needs of dyslexic students, a resultant reliance on generic reasonable adjustments, and disinclination to fully engage with related equity issues. The study's quantitative estimate of the extent of these findings, together with its analysis of cross and inter‐institutional differences, adds a new dimension to existing knowledge in the field. It has serious implications for the overall quality and equality of teaching and learning in higher education. [ABSTRACT FROM AUTHOR]

8% of UK students have an 'unseen disability': a specific learning difficulty, autistic spectrum condition, or mental ill health. A department with 1000 students has, on average, 80 students with such unseen disabilities. These students have a variety of potential sources of legal redress if they consider a university has failed properly to accommodate their disability. The most plausible is a claim under the Equality Act 2010. We have experienced a lack of clarity in understanding the nature and extent of those Equality Act entitlements, and the corresponding obligations that fall upon universities, and their staff. These confusions occur in many contexts, but the one that is most important to students is their entitlements where assessments are concerned. We set out to explain the relevant law, and to consider how it applies to some, perhaps typical, unseen disabilities in the context of a range of approaches taken by universities in assessing their students. Our principal and important conclusion is that there is no 'quick fix' approach according to which someone may say that they are Equality Act compliant. However, there are several considerations which will increase (or decrease) the likelihood of compliance. In brief, these constitute: effective communication; procedures that secure individual decisions, rather than blanket policies or approaches; and what amounts to no more than good inclusive educational practice for all students. [ABSTRACT FROM AUTHOR]

The article focuses on the Florida College and Career Readiness Initiative (FCCRI) and the need to improve college readiness reforms. Topics include the aim of FCCRI to address skills awareness for college success and the importance of math and English subjects; the little impact of FCCRI on higher-level courses preparedness; and the areas of improvement for college readiness reforms including student participation, resources for the program, and early integration of college readiness curricla.

The widening of access to higher education (HE) for more students has been a strategic priority of the South African (SA) Department of Higher Education and Training (DHET) over the past decade. Simultaneously, lecturers are increasingly held to account for providing quality teaching and delivering employable graduates. Yet their work environment is characterised by poor support, lack of recognition for teaching efforts, and absence of legal protection when failing to fulfil the undefined yet high accountability expectations in their teaching-related work. Within existing HE research the authors could not find a clear definition of accountability or of professional security specifically related to the work of the HE lecturer. This study thus aimed to develop definitions for these concepts by means of a review of the legal framework for accountability and security in SA HE, and a qualitative empirical study. The latter was approached from an interpretive-phenomenological perspective to develop a clear understanding of how SA lecturers involved in undergraduate teaching at three SA universities perceive accountability and security within their labour environment. From the analysis and interpretation of semi-structured and focus group interview data, seven meaningful themes were identified, associated with either lecturer accountability or security. The findings thus offer not only a clear delineation of internal and external teaching-related accountability, but also a comprehensive definition of lecturer professional security. [ABSTRACT FROM AUTHOR]

The patrimonial responsibility of the teaching staff who are active in education is regulated by the National Education Law no. 1/2011, differently, from the procedural point of view, depending on the employees working in the pre-university education or those working in higher education. The imputation decision, as well as the other acts for the recovery of damages and damages, shall be made by the management of the unit or the institution whose employee is the employee concerned, except when otherwise provided by law. The patrimonial liability of the personnel working in higher education shall be determined, under the conditions of the common labor law, within the limitation period of 3 years from the material damage or by a court decision, following the action of the employee accused by the employer, under certain conditions, by agreement of the parties, following the employee's acceptance of the employer's note of assessment and assessment of the damage. [ABSTRACT FROM AUTHOR]