By James E. Groccia, Judith E. Miller
Tight budgets, withering public investment assets, institution escalating, increasing pressures to do extra with much less. dealing with such crises, greater schooling needs to creatively search how you can lessen expenditures, bring up productiveness, and recapture the general public belief. This quantity offers a multi-faceted process for reinforcing productiveness that emphasizes either cost-effectiveness and the significance of bringing jointly all segments of the academic economy--institutions, school, scholars, and society--to in achieving long term productiveness profits. The members reveal how productiveness may be elevated in key components during the establishment, together with better administrative methods, restructured curricula, extra effective use of school room time, and the powerful edition of expertise.
this is often the 103rd factor of the quarterly magazine New instructions for better schooling .
Read Online or Download Enhancing Productivity: Administrative, Instructional, and Technological Strategies: New Directions for Higher Education PDF
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Extra resources for Enhancing Productivity: Administrative, Instructional, and Technological Strategies: New Directions for Higher Education
Example text
Leading the way: student volunteers The university may have provided a forum for debate on postwar issues, but as an educational institution it was unable to harness the talents and enthusiasm of Canadian students to learn by doing. Student outreach began to take shape, not within the lecture theatres or academic structures of the university, but in relatively small groups of students meeting at the universities of Toronto, Laval, and British Columbia (UBC), where they were working on such matters on their own, often with visions of education and development quite different from those of the government.
In the 1970s, for example, the University of Guelph was a leader in integrating an international approach in all aspects of curriculum. This was the result of a calculated policy decision at the right level. I would think that universities specializing in distance education will now have the edge in encouraging internationalization. What are the lessons we should have learned from your study? While the influence of my report cannot be measured, I have reason to believe individuals did learn many lessons from the information that I was able to gather and the recommendations that flowed from that information.
One implication of this oversight is that for some universities development cooperation (and by extrapolation, international activity generally) was a low priority. It is certainly true that some university administrators have viewed international development activity as charity, as help for the helpless, as something to do only if outside funding for it is available, and certainly not as central to the institution’s priorities. Overcoming this view has taken more time than it should have. By the mid-1990s, however, Knight could report that 72% of universities in her sample had expressly included internationalism in their mission statements and that two-thirds included internationalism in their strategic planning (Knight 1995).
