67 research outputs found
Living Communities
No full textWe want to open this issue with special recognition of Prof. Teboho Moja, our Editor-in-chief, who has been recognised and esteemed with a number of national and international awards. Prof. Moja is honoured with the NRF Lifetime Achievement Award, a Women in International Education Award as Teacher/Academic Director of the Year, and the Martin Luther King, Jr. Faculty Award
Living communities
No full textCITATION: Schreiber, B., Luescher, T. M. & Moja, T. 2019. Living communities. Journal of Student Affairs in Africa, 7(2):v-vii, doi:10.24085/jsaa.v7i2.3820.The original publication is available at https://www.journals.ac.za/index.php/jsaaWe want to open this issue with special recognition of Prof. Teboho Moja, our Editorin‑chief, who has been recognised and esteemed with a number of national and international awards. Prof. Moja is honoured with the NRF Lifetime Achievement Award, a Women in International Education Award as Teacher/Academic Director of the Year, and the Martin Luther King, Jr. Faculty Award.https://www.journals.ac.za/index.php/jsaa/article/view/3820Publisher's versio
Institutional challenges and implications for HEIS: transformation, mission and vision for the 21st century
No full textIn the 21st century, higher education institutions (HEIs), as well as the sector in general, face many challenges related to achieving a balance between responding to and initiating change. Their problems are further exacerbated by the necessity to serve national needs as well as to be world players who can meet global needs. Government initiatives to reform
higher education systems focus on transforming institutions to meet national needs and to make their nations competitive in a global world. In contrast, most institutions focus their transformation on survival and competition with other institutions in the sector as well as
outside the sector. Meeting national needs has been relatively easier to achieve because the institutions were set up with that requirement in mind. What remains a challenge is to redefine higher education and its role in a globalized world in which global challenges need global solutions. Institutional initiatives to address global problems, however limited, have been essential for linking institutions to the global development agenda, although their contribution to sustainable development at a global level has been inadequate. There is a need for new types of institutions that will tackle global issues and focus on an agenda for human and social development.Peer Reviewe
Racism and corona : two viruses affecting higher education and the student experience
No full textCITATION: Schreiber, B., Moja, T. & Luescher, T. M. 2020. Racism and corona : two viruses affecting higher education and the student experience. Journal of Student Affairs in Africa, 8(1):v–ix, doi:10.24085/jsaa.v8i1.4178.The original publication is available at https://www.journals.ac.za/index.php/jsaaThis issue comes at a time when the world is in the grip of the Corona virus pandemic and on lockdown, and when there is a worldwide outrage over the continuous violation of black bodies and the injustice and inhumanity inherent in systems and practices steeped in racism. The corona virus and its impact on higher education, on students and Student Affairs and Services, and the devastating impact of racism in higher education and the student experience and the work it involves for Student Affairs and Services are the themes of this editorial.https://www.journals.ac.za/index.php/jsaa/article/view/vPublisher's versio
National and institutional responses – reimagined operations – pandemic disruptions and academic continuity for a global university
No full textThe 2019/2020 academic year started well with no anticipation of what was in store for the second semester and how the year would end. New students were welcomed on campus and included international students and international faculty members. It was business as usual, a beautiful and colorful fall semester that transitioned into a cold winter season. Spring arrived after a long winter season and it was off to a good start as well until the pandemic hit.
This paper reflects on how an institution with multiple sites responded to the pandemic and what the impact of those disruptions were on the core activities of a university. As a university with the largest number of international students and a footprint on every continent, the university had to coordinate its activities around the world to complete the academic year and start another one. The university is the largest private employer in the city with over 50,000 students and more than 19,000 employees. The main focus of this reflection paper is the New York city campus where the author is based and key areas of this reflections include the impact of the pandemic on international students, teaching, research and funding related issues. Activities were normalized through central command instructions and guidance that were sometimes helpful and at other times overwhelming, but the work continued and the academic year was completed. The new academic year started with minor variations on the start dates. For example, the portal campuses at Abu Dhabi started on Sunday 6th September and New York city campus started on Wednesday 2nd September, whilst the Shanghai campus started on Monday the 14th. Reflections include personal impact and experiences within the academic setting.https://www.tandfonline.com/loi/cshe20hj2022Centre for the Advancement of Scholarshi
Desafíos institucionales y sus implicaciones en las IES: transformación, misión y visión para el siglo XXI
No full textEn el siglo XXI, las instituciones de educación superior, así como el sector en general, se enfrentan a muchos desafíos relacionados con alcanzar un equilibrio entre responder al cambio e iniciarlo. Sus problemas se ven agravados por su necesidad de cubrir necesidades nacionales, así como de ser actores mundiales que pueden satisfacer necesidades globales. Las iniciativas del gobierno para reformar los sistemas de educación superior se centran en transformar las instituciones para que cubran las necesidades nacionales y hagan que sus países sean competitivos en un mundo global. En cambio, la mayoría de las instituciones centra su transformación en la supervivencia y la competencia con otras instituciones tanto dentro como fuera del sector. Ha sido relativamente más fácil satisfacer las necesidades nacionales porque las instituciones fueron creadas con dichas necesidades en mente. La redefinición
de la educación superior y su rol en un mundo globalizado en el que los desafíos globales necesitan soluciones globales sigue siendo un reto. A pesar de sus limitaciones, las iniciativas institucionales para abordar los problemas globales han sido esenciales para vincular a las instituciones con la agenda de desarrollo global, aunque su contribución al desarrollo sostenible en un nivel global ha sido inadecuada. Son necesarios nuevos tipos de instituciones que aborden cuestiones globales y se centren en una agenda basada en el desarrollo humano y social.Peer Reviewe
Institutional challenges and implications for HEIS: transformation, mission and vision for the 21st century
No full textIn the 21st century, higher education institutions (HEIs), as well as the sector in general, face many challenges related to achieving a balance between responding to and initiating change. Their problems are further exacerbated by the necessity to serve national needs as well as to be world players who can meet global needs. Government initiatives to reform
higher education systems focus on transforming institutions to meet national needs and to make their nations competitive in a global world. In contrast, most institutions focus their transformation on survival and competition with other institutions in the sector as well as
outside the sector. Meeting national needs has been relatively easier to achieve because the institutions were set up with that requirement in mind. What remains a challenge is to redefine higher education and its role in a globalized world in which global challenges need global solutions. Institutional initiatives to address global problems, however limited, have been essential for linking institutions to the global development agenda, although their contribution to sustainable development at a global level has been inadequate. There is a need for new types of institutions that will tackle global issues and focus on an agenda for human and social development.Peer Reviewe
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