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Education and Social Cohesion: Higher Education
Abstract
Social cohesion is understood as the social networks and the norms of reciprocity and trustworthiness that arise from connections among individuals. When students attend higher education institutions, they go through a process of socialization, and it is vital to ensure that they acquire the core values that underpin the social cohesion. This article presents a preliminary understanding of how higher education institutions can influence social cohesion through curriculum content and the culture of their institutions, through fairness to students and faculty, and through procedures available for effective adjudication to members of the school community in order to achieve a consensus over what and how to teach. This article also presents a view on the role of higher education institutions in promoting social cohesion in local communities.
... The most prominent argument for higher education promoting declines in religious belief is the conflict between the cultural and curricular content of higher education and some religious beliefs (e.g., Wilson 1982;Beckwith 1985;Johnson 1997). Higher education leads to greater scientific knowledge (Evans 2009), an emphasis on the scientific worldview (Miller 1967;Cherry et al. 2001), and exposure to diverse opinions and cultures (Balswick, Ward, and Carlson 1975;Moiseyenko 2005). These aspects of higher education can directly conflict with religious beliefs, as demonstrated by debates over Darwinian evolution or the age of the Earth, and more broadly, conflict with religious perspectives and a general reliance on faith. ...
... College education furthers scientific knowledge (Evans 2009), which can lead people to question core religious tenets. Diversity in contemporary universities, in both social environments and curricular content (Balswick et al. 1975;Moiseyenko 2005), as well as the heterogeneity of social networks among the highly educated (Marsden 1987;McPherson et al. 2001) may promote more relativistic views that conflict with exclusivist religious perspectives (Putnam and Campbell 2010). ...
Although there is ample empirical evidence of the associations between higher education and various aspects of religiosity, the causal mechanisms producing these associations remain unclear. I use four waves of longitudinal data, with respondents ranging in age from 13 to 29, to model the within- and between-person effects of higher education on several measures of religiosity. The results show that earning a bachelor's degree is associated with within-person declines in some but not all measured aspects of religiosity, which partially supports the argument that higher education causes religious decline. The results also suggest that those predisposed to attending religious services self-select into higher education, that relatively religious youth in general self-select into nonelite colleges, and that those with low levels of religious belief self-select into elite universities. These findings further understanding of the associations between social class and religion, particularly the causal effects of higher education.
... The cultural mediator, added to the program to help with the intercultural encounter, provided a role model of mutual DEHAN respect and honesty. Reciprocity and trustworthiness are indeed at the basis of social cohesion, and higher education is in a privileged position to achieve this goal (Moiseyenko, 2005). ...
... The follow-up of the occurrences during this last decade points to considerable developments and reinforces Layder's (1993) theory that all the societal, professional, and organizational situations and changes are time-and power-related. DEHAN In our century, characterized by an over-proportional numerical growth of minorities, the role of higher education institutions in promoting social cohesion is widely acknowledged (Moiseyenko, 2005). However, some confusion prevails as to whether the higher education policy should improve access or success. ...
The article summarizes a longitudinal case study of the very first Israeli program in social work targeted to the Haredi (ultra-Orthodox Jewish) population (1997-1999). The program's success played an important role in the last decade's dramatic change of attitude in the Israeli Council for Higher Education toward social work education and higher education for the Haredi population. Aside from describing an interesting case of intercultural educational encounter, exploring the dynamics of the interaction between the social work faculty and the Haredi students, and investigating changes in the participants' perceptions of themselves, the other, and the situation, the findings provide some theoretical and practical clues for the inclusion of culturally peripheral populations in social work and higher education.
... Educational homophily in social networks (McPherson et al., 2001) can play a role as network homogeneity reinforces views of capital punishment (Visser & Mirabile, 2004). Finally, higher education leads to greater social and scientific knowledge (Cherry et al., 2003;Kromydas, 2017) and exposure to diverse cultures (Moiseyenko, 2005), which may dampen support for the death penalty. Thus, whether through indirect mechanisms such as exposure to outgroups and an increased awareness of structural and racial inequalities or direct information regarding problems with the criminal justice system including the death penalty, Americans with a college degree seem less likely to support use of the death penalty. ...
We argue that the decrease in support for the death penalty associated with college education should differ across political groups given the salience of political identities in the United States. We expect the negative association between education and views of capital punishment is minimized for Republicans and conservatives, especially among White Americans. We use 2002–2018 General Social Survey data and present marginal effects at the mean from the logistic regression models and tests of first and second differences from race-specific interaction models. Moderation analyses demonstrate that the association between education and reduced support for capital punishment is robust among White Democrats and liberals, and relatively weak among White Republicans and especially conservatives. Among non-Whites, the association between higher education and support for capital punishment does not vary by party but it is in the opposite directions for liberals and conservatives. We discuss the implication of the results for party and orientation and for White and non-White respondents, highlighting the rigidity of capital punishment support among political conservatives even as support decreases among other groups.
... Transitivity is an indicator of the probability that two nodes linked to a common node are also linked to one another [64]. High transitivity may indicate harmonious interactions between student organizations and academic communities. ...
In the evolving education landscape, this survey investigates the integration and transformation of educational paradigms using social network analysis (SNA). This paper examines the fundamentals of SNA, including nodes, edges, centrality metrics, and network dynamics, for a comprehensive understanding of the education domain. It guides researchers through various applications of SNA in education, such as student-teacher networks and institutional collaborations, highlighting the advantages and challenges of these complex interactions. The paper assesses the methodologies used in educational SNA, including data collection strategies and the associated ethical considerations. The survey also discusses various case studies and applications where SNA facilitates well-informed decision-making, enhanced academic collaboration, and the evaluation of student performance. This paper focuses on the transformative potential of SNA and acknowledges the limitations, ethical dilemmas, and technological challenges in the field. It concludes with a forward-looking perspective on the future of SNA in education, showcasing supportive technological advancement. This survey highlights the evolution of SNA since its incorporation into educational research and practices.
... For instance, researchers have argued that highly educated Americans are more knowledgeable about political debates (Carpini and Keeter 1996) such as the questionable deterrence effect of capital punishment (Kovandzic et al. 2009), and should thus be less likely to support the death penalty. Higher education is also associated with exposure to diverse cultures (Moiseyenko 2005), which may suppress support for the death penalty (Soss et al. 2003). Moreover, higher education leads people to be more liberal in their general morality yet still maintain absolutist positions on issues such as capital punishment (Broćić and Miles 2001). ...
Higher education is associated with reduced support for capital punishment among white Americans. Conservative religion, however, is associated with moral foundations and schemas that lead to greater support for capital punishment, which we expect moderate the association between education and views of capital punishment. Using nationally representative survey data, we found that the negative association between higher education and support for the death penalty was attenuated for white religious conservatives. This finding did not apply to nonwhite Americans. We conclude with a discussion of how the moral worldview associated with conservative religion may affect the future of capital punishment, by addressing how the association between higher education and views of capital punishment is contingent on other individual and contextual factors, and by situating the results within the contemporary American context that is characterized by political polarization and the decline of religion.
... There are some studies which investigate how education influences social cohesion (Duru-Bellat, Vérétout, and Dubet 2013;Green, Preston, and Janmaat 2006;Green and Janmaat 2011;Lambert 2021); and others focus especially on higher education. Thus, for example, some authors (Burnett 2007;Moiseyenko 2005;Teodoro and Guilherme 2014) have examined the role of universities to form students' attitudes and behaviour beyond technical skills and how they may affect social cohesion. However, these studies have not paid special attention to the influence of higher education inequalities nor its realisation as a public good towards social cohesion. ...
In the context of higher education’s growing significance and the persistence of inequalities in it, the article aims to further develop the understanding of higher education as a public good and to explore its association with social cohesion in a European comparative perspective. It shifts the focus from the content of higher education as a driver of its social contributions towards the role of higher education realisation in a given society as determining its social effects. Two new methodological instruments are developed: an index of higher education as a public good and an index of social cohesion. The analysis draws on data from Eurostat, the EUROSTUDENT Survey VII, and the European Social Survey, Round 10. The results indicate substantial cross-country differences in social cohesion and in the realisation of higher education as a public good. The article identifies a positive association between the realisation of higher education as a public good in a given country and the level of social cohesion there. From the four dimensions of higher education as a public good related to access, participation, completion, and the state’s commitment to its development, the strongest relationship is between the state’s commitment to its development and social cohesion.
... Inclusive economic policies that prioritize social welfare and reduce inequality contribute to social cohesion by fostering a sense of belonging and shared prosperity (Löhr et al., 2021;Jewett, 2021;Maldonado et al., 2022). In cohesive societies, there is greater trust among individuals and institutions, leading to enhanced cooperation and collaboration in pursuing common development goals (Moiseyenko, 2005;Maldonado et al., 2022;Minhas & Sindakis, 2022). Socially cohesive communities are better equipped to tackle economic challenges and respond effectively to environmental and social crises, ultimately supporting sustainable development (Abiddin et al., 2022;Shayan et al., 2022). ...
In this systematic review, the intricate relationship between growth and sustainability in developing economies is explored, focusing on Sustainable Development Goal 8 (Decent Work and Economic Growth). The research aims to identify strategies that foster economic growth while promoting responsible consumption and production practices, contributing to a more sustainable future for these nations. By conducting a comprehensive literature search using various databases and keywords, relevant studies meeting the inclusion criteria were selected. Through meticulous data extraction, key insights were gathered to analyse the challenges and opportunities faced by developing economies in achieving a balance between economic prosperity and environmental preservation. The findings shed light on a range of sustainable growth strategies, including those promoting decent work opportunities and social welfare while ensuring environmental sustainability. Successful cases of responsible consumption and production practices are also examined, demonstrating the potential for sustainable development. The implications of this systematic review are vital for policymakers, researchers, and stakeholders. Understanding the interconnectedness of growth and sustainability enables decision-makers to devise informed policies and initiatives, guiding developing economies towards green and inclusive pathways of development. This review emphasizes the urgency of achieving SDG 8 and underscores the critical role of developing economies in global sustainability efforts.
... Social cohesion came, as stated above, from thinking about the aspect of mimicry. Here, I am not examining social cohesion theory in higher education (Moiseyenko, 2005) in an academic way, although of course I do acknowledge the work in this field and this is largely what I am referring to. To be cohesive, socially, and to feel one is amongst peers, a herd, a tribe, to fit in and feel that one is part of a time and experience is what I mean. ...
First described as a cluster of psychological disturbances "The Impostor Phenomenon" has become ubiquitously termed "imposter syndrome" (impostor and imposter spellings are used interchangeably). Broadly, it is a fear of exposure as a phony, an imposter. The term "Imposterism" has been adopted, as suggested by Morgenstern and Beck (2020) for ease of reading. The accepted academic view of imposterism appears narrowly defined as a measurable psychological or emotional problem requiring a remedy. I offer alternative understandings for imposterism with the aim of contributing to a broadening debate on the phenomenon both academically and practically. I have used a hermeneutic method informed by Heideggerian phenomenology and employed the Gadamerian concept of horizons for this work of theoretical psychology. In so doing I further aim to showcase this methodology for wider use. Since this is a somewhat unusual approach in psychology it has been necessary to explain the methodology at some length. I feel however that this methodology has allowed the freedom needed to approach this subject anew and I hope it's use will increase. The theme which runs through this thesis is an adaptation to the method suggested by Crowther and Thomson (2020). I work from my twelve new suggestions for horizons to make a phenomenological interpretive "leap" by applying Heideggerian philosophical insight. In doing so, I note Paley's observations about such a method and devote some time to reconciling them. The output is akin to what Van Manen (2014, p. 19) describes as agogic or story-like and seeks to elicit a "phenomenological nod" of recognition rather than offering a generalisable result or conclusion.
... Hence, the various definitions of the concept. Moiseyenko (2005) defines social cohesion as the social networks and the norms of reciprocity and trustworthiness that arise from connections among individuals. The World Bank moves beyond this individualistic view to see it as a 'societal, not an individual, phenomenon that includes the level of trust and understanding of shared principles among groups in a society' (Nesterova, Dielini & Zamozhskyi 2019:20). ...
This paper examines the late Nelson Mandela’s Mercedes (Merc) Benz S-Class car and a ‘Thank You’ postcard from the Sisters of Santa Chiara as not just objects but emblems of selflessness, togetherness, and sacrifice. The car and the card images serve as a foundation for inquiry, representation, and
transformation for higher education. As a team of self-reflexive practitioners from various disciplines at one university in South Africa, we seek to add an alternative dimension to the current debates on social cohesion by using image-based research to generate verbal discussion and provide a critical platform from which to examine transformation. The study seeks to answer the question, What can we learn about social cohesion in higher education through object inquiry? Methods used include visual methodologies and
collaborative object inquiry through reflexive Ubuntu. The visual methods unveiled different strata of meanings, evoking deep emotions, memories and ideas. Thus, having these polysemic voices helped us to have a broader understanding of fostering social cohesion in both our professional practices and everyday living. The Ubuntuism demonstrated by the owners and workers from the Mercedes Benz plant and the Sisters of Santa Chiara has a lot to teach us on social cohesion and transformation. The lessons we learnt
relate to collaboration, self-sacrifice and selflessness, cultural change, and diversity and leadership.
Keywords: transformation, social cohesion, self-reflexive, image-based, meanings, Ubuntu
... Because the environment in the dominant space was unfavourable and the norms and values were not consistent with our own, we could not find belonging (Fonseca et al. 2019). This is extremely troubling, because one of the intended social benefits of HEIs is to enable the construction of a more socially cohesive society (Moiseyenko 2005). As academics, we first must attain this social cohesiveness if we are to impart it to those we teach. ...
Social cohesion is an important characteristic of a transformative society. Within higher education institutions, academics are tasked with fostering social cohesion by cultivating mutually nourishing connections between diverse histories and positionings. In this paper, we examine how we are navigating the academic space as early career academics (ECAs) who wish to foster a socially cohesive environment. We generated data using a poetic inquiry method that is recognised within the self-reflexive approaches. Our inquiry is guided by the following question: how does social cohesion enable us to redefine our identities in the academic space? Using intersectionality theory, we examine how our critical friendship has aided us in transcending through the ‘othering’ we were experiencing in the academic space. We also demonstrate how our lived intersectional experiences have assisted us in redefining our personal and professional identities. We found that our critical friendship has aided us in identifying and confronting the ‘othering’ we were experiencing in the organisational space. Also, we have consciously created our own alternate space where we disempower any form of ‘othering’ and, through this, we have been able to create a socially cohesive environment that values our intersectional experiences.
Keywords: Early Career Academics, Critical Friendships, Social Cohesion, Othering
... Kohesi sosial dalam pendidikan juga mempengaruhi pemikiran yang rasional dan positif ketika berhadapan dengan isu-isu perkauman kerana intensitas pertemuan yang tinggi (Nesterova et al., 2019);(5). Dalam konteks Malaysia prosesnya yang berterusan dapat mengkekalkan perpaduan nasional (Kaur et al.,2017);menjaga semangat kekitaan ditengah alaf digital yang penuh fenomena Post-truth (Moiseyenko, 2005);dan mengekalkan budaya dialog yang positif berbanding bertikam lidah mahupun badan (García-Carrión et al., 2020). ...
Stateless children among the Bajau Laut ethnic group in Sabah have long lived in marginal conditions. This condition will challenge social cohesion in Malaysia, primarily if the right to education as an effort to build and develop them cannot be obtained or the state provides for bureaucratic reasons. Thus, the presence of alternative education can be a way to maintain social cohesion among them and other elements of society. The objective of this researcher is to examine the view of social cohesion from the point of view of students based on three dimensions of social cohesion from Schiefer & van der Noll (2017), which are divided into three dimensions; 1) positive interpersonal relationships between students that include comfort in social interaction, trust, mutual tolerance, and firmness; 2) feeling attachment to its current social entity, which may refer to a community, cultural group, neighborhood, country, or transnational entity; and (3) orientation towards the common good, which consists of unity Three aspects we analyse from the Everyday-defined framework emphasize the sociological aspect rather than the aspect of the law. The findings of our study by applying qualitative methodology through focus group discussion with six students of Borneo Komrad alternative school in Sabah have been very positive, especially since Borneo Komrad teaches criticism, builds an inclusive environment, and builds friendships that are conducive to social cohesion.
... The mission statements of many selective universities include a phrase indicating the university's commitment to creating a diverse class of students from a variety of states within the United States and myriad countries around the world (Moiseyenko, 2005;Stevens, 2007;Stevens, Armstrong, & Arum, 2008). More than half of institutions surveyed in 2000 through a collaboration between ACT, Inc. (known for its ACT standardized college entrance exams); The College Board; Educational Testing Services; and Association for Institutional Research reported specifically recruiting foreign undergraduate applicants (Breland, Maxey, Gernand, Cumming, & Trapani, 2002). ...
A growing body of research examines the effects of state affirmative action bans on domestic minority students' application and admission rates. This study expands previous research, considering how Texas's implementation of a race-neutral percent plan influenced admission opportunities for two understudied groups: foreign students and in-state Black and Hispanic immigrants. Using a census of all applicants to Texas's flagship universities-University of Texas-Austin (UT) and Texas A&M (A&M)-between 1992 and 2002, descriptive analysis and logistic regressions help examine how the passage of the Top Ten Percent Plan influenced selectivity in terms of observed admission rates and counterfactual admission probabilities for students of varying SAT scores and science, technology, engineering, and mathematics (STEM) versus non-STEM-proposed majors for foreign students compared to a variety of in- and out-of-state Black and Hispanic immigrants and domestic minorities. Findings point to salient institutional differences in selectivity for foreign applicants. The surge in UT's foreign applicant numbers post-Top Ten led to significant decreases in admission rates and increases in average SAT score and STEM foreign admits. Post-Top Ten A&M, on the other hand, maintained numbers of foreign admits on par with UT by accepting a significantly larger percentage of less selective foreign applicants.
... At the European level, the Bologna Process was (or should have been) an example with such an impact (Osborne, 2003;Maassen & Stensaker, 2011), requiring a real change in HEIs favoring the international mobility of students. 15 Particularly in terms of the importance of higher education institutions for social cohesion, the adequate socialization of students can contribute to the acquisition of values favorable to the (local) community development (Moiseyenko, 2005). The traditional role of HEIs in providing (technical) training to their students contributes to the creation of human capital. ...
... Indigenization, on the other hand, implies belief that wholesale rejection of the current system is too extreme, that the existing system can be redeemed, and that the integration of Indigenous worldviews is a key method for achieving this redemption (Durie, 2009). Within the academy, indigenization is achieved by shifting thinking, processes, and structures in order for the university to be a more inclusive and responsive space for Indigenous peoples. ...
Community psychology has long stood as a social justice agitator that encouraged reformation both within and outside of the academy, while keeping a firm goal of building greater well‐being for people in communities. However, community psychology's historically Euro‐centric orientation and applied, interventionist focus may inadvertently promote colonial agendas. In this paper, we focus on the example of Indigenous Pacific peoples, drawing upon experience working among Indigenous iTaukei Fijian communities and with Indigenous frameworks for promoting student success in Aotearoa New Zealand and Canada. We outline how community psychology curricula can strive toward decolonization by (a) teaching students to respectfully navigate complexities of Indigenous knowledge and traditions that contest colonial ways of being and doing, (b) act as facilitators who build toward collaborative community projects and model this research practice to students, and (c) boost Indigenous student success by fostering relationships with instructors and fellow students that are embedded within the relational model of self that is often absent in individualistic‐oriented Western academic settings.
... At the European level, the Bologna Process was (or should have been) an example with such an impact (Osborne, 2003;Maassen & Stensaker, 2011), requiring a real change in HEIs favoring the international mobility of students. 15 Particularly in terms of the importance of higher education institutions for social cohesion, the adequate socialization of students can contribute to the acquisition of values favorable to the (local) community development (Moiseyenko, 2005). The traditional role of HEIs in providing (technical) training to their students contributes to the creation of human capital. ...
Public policies aimed at achieving an increased level of social cohesion were initially confronted with a problem associated with what would/should be understood as social cohesion. This problem has raised difficulties in its implementation and monitoring, which has been tried to reduce, for example, by the latest European Union recommendations on Cohesion Policies. In fact, the reduction in the ambiguity of what is meant by social cohesion has also made it possible to better identify the instruments and agents of public policy that best contribute to that goal. Based on this fact, our objective is to analyze a less considered aspect in the literature, which is the importance of higher education institutions (HEIs) in public policies aimed at social cohesion. In doing so, we consider two points of view: 1. How HEIs may, or may not, contribute to that objective, through its external effects, eventually on the surrounding territory; 2. How can HEIs contribute, or not, to those objectives, through their internal effects, possibly on the level of social cohesion of the individuals who constitute them. This second point of view, which, as far as we know, has been (even more) ignored by literature, is, as a fundamental, crucial to that first point of view, since, without internal social cohesion, HEIs can hardly contribute, as much as possible, to external social cohesion.
... The analysis of teachers' and students' relationships cannot be shown here, yet we are aware that the social capital which appears in higher education is most relevant in these relationships and has a significant impact on academic success (see e.g. Moiseyenko, 2005;Heuser, 2007;Soodak et al., 1993;Hughes, 2011). ...
During our research we wanted to nd out about the
characteristics of the population of teacher education
students in our region in 2015. Who are the students who
make up the next generation of teachers, what backgrounds
do they come from, what motivations do they have and how
committed are they to the profession? And, above all, how is
their professional identity shaped during the years of higher
education? Our analyses always involved comparison, either
to students preparing for other professions or to teacher
education students from other regions of the Carpathian
Basin. Our research has revealed that there are new
phenomena to be identi ed in the professional socialisation
process in higher education and to be reacted to with wellplanned
institutional policies so that higher education
institutions can enter the eld of action with su cient power
to shape identities.
... The analysis of teachers' and students' relationships cannot be shown here, yet we are aware that the social capital which appears in higher education is most relevant in these relationships and has a significant impact on academic success (see e.g. Moiseyenko, 2005;Heuser, 2007;Soodak et al., 1993;Hughes, 2011). ...
Our analysis attempts to find out what habitual traces of social determination are present
in today’s higher education in Eastern Hungary (Szívós, 2009; Bourdieu, 2003a; 2003b).
Which elements of family heritage disappear for the years of higher education in the
student population which has been selected at their previous stages of education and at
admission into higher education? How does the upward movement of the impact of social
background manifest itself (Boudon, 1981; Róbert, 2000; 2003; Mare & Chang, 2003;
Pusztai, 2011; Csata, 2006)? A comparison between students who perform well in spite
of their disadvantaged background (the resilient group), those who perform at a similarly
good level but have a more advantaged background (the beneficiaries), those who have
a similarly disadvantaged background and perform badly (the drifters) and those who
perform badly in spite of their favourable background (the indifferent prodigals) can help
answer the question of where, if at all, the core of factors determining one’s existence
as a student, rooted in one’s social identity, appears (Ceglédi, 2012; 2014).
The source of the data for our research was a survey carried out the borders of Ukraine, Romania, Hungary and Serbia (N=1792). Our present analysis is based on the subsample of Hungary (N=1223).
Our results imply that while resilient students consciously distance themselves from
their own earlier habitus, they consciously adapt those elements of their family habitus
that can be utilised in their institutional integration. Besides, the extent and patterns
of distancing oneself and of adaptation are indicative of social determination. Resilient
students are characterised by the unconditional acceptance of institutional obligations
and academic involvement to such an extent that they even surpass the beneficiaries; yet,
at the same time, they remain behind in terms of making the most of their university
years as would-be intellectuals. Resilient students are overrepresented, whereas indifferent prodigals are underrepresented in teacher education.
... The analysis of teachers' and students' relationships cannot be shown here, yet we are aware that the social capital which appears in higher education is most relevant in these relationships and has a significant impact on academic success (see e.g. Moiseyenko, 2005;Heuser, 2007;Soodak et al., 1993;Hughes, 2011). ...
... The analysis of teachers' and students' relationships cannot be shown here, yet we are aware that the social capital which appears in higher education is most relevant in these relationships and has a significant impact on academic success (see e.g. Moiseyenko, 2005;Heuser, 2007;Soodak et al., 1993;Hughes, 2011). ...
... In a recent special issue of Peabody Journal of Education, several scholars examined the notion of social cohesion-specifically, the roles played by voluntary associations (Heuser, 2005), primary and secondary schools (Oder, 2005), and institutions of higher education (Moiseyenko, 2005), among others, in bringing about greater social cohesion. As such, each of these amalgamations of individual actors and organizational entities utilized their disposals of human and social capital in unique ways to Considering Organizational Culture foster social cohesion (Heyneman, 2005). ...
Organizational issues are of particular importance in the planning of university-school-community partnerships because in their efforts to pool resources for the attainment of mutually agreed-on ends, it is evident that partnership participants commonly operate in diverse living, schooling, and working environments. This qualitative study sought to learn how differences in organizational cultures affect a university-school-community partnership as it seeks to achieve mutually agreed-on goals. Guided by Schein's (1990b) theoretical framework, the findings indicate that the partnership was significantly affected by the diversity of its partners' cultural artifacts, values, and basic underlying assumptions and that leadership plays a vital role in negotiating these differences. (Contains 1 figure and 1 note.)
... Third, increased education is associated with more diverse social networks and support for diverse opinions. Universities emphasize diversity through their curricula; they promote the relevance of various perspectives through the culture of higher education; and they introduce students to diverse environments (Balswick et al. 1975; Moiseyenko 2005). Thus, not surprisingly, education is one of the strongest predictors of having diverse social networks (Fischer 1982; Marsden 1987). ...
I challenge the scholarly contention that increases in education uniformly lead to declines in religious participation, belief,
and affiliation. I argue that education influences strategies of action, and these strategies of action are relevant to some
religious beliefs and activities but not others. Analysis of survey data shows that (1) education negatively affects exclusivist
religious viewpoints and biblical literalism but not belief in God or the afterlife; (2) education positively affects religious
participation, devotional activities, and emphasizing the importance of religion in daily life; (3) education positively affects
switching religious affiliations, particularly to a mainline Protestant denomination, but not disaffiliation; (4) education
is positively associated with questioning the role of religion in secular society but not with support for curbing the public
opinions of religious leaders; and (5) the effects of education on religious beliefs and participation vary across religious
traditions. Education does influence Americans’ religious beliefs and activities, but the effects of education on religion
are complex.
KeywordsEducation–Social class–Culture–Religious tradition
... Higher education, in particular, is seen by many as a means by which social cohesion can be promoted, by improving the integration of minorities, providing equal access to all students, and providing a location for debates and discussions of major political and social issues. This is true in the scholarly literature as well, which increasingly seeks to elaborate both our knowledge of the benefits of social cohesion and the role of higher education in providing those social benefits (Calhoun 1998; Capshaw 2005; Gradstein and Justman 2002; Green and Preston 2001; Helly 2003; Heyneman 2000; 2003; Mansbridge 1998; Moiseyenko 2005; Neave 2005; Panjwani 2005). ...
This paper discusses the results of a study of faculty and university staff at two major universities in the Netherlands:
the University of Amsterdam and the Free University of Amsterdam. I sought to understand how faculty viewed the role of the
university in relationship to national and European goals promoting social cohesion and the integration of Islamic minorities
in Dutch society. To a person, my informants were convinced that European universities did not, and should not, play a major role in promoting social cohesion. Some faculty members were merely indifferent to the problem and the university’s
role; others were actively hostile to the idea that the university should address what was clearly, in their minds, a state
political problem. The paper discusses the governance implications of promoting social cohesion within these challenging institutional
contexts, by building social networks among students and reinterpreting traditional policies of pillarization.
... Evaluation of faculty development programs in health professions education continues to present a challenge (Jayawickramarajah 1992;Irby & Hekelman 1997;Amin et al. 2004); the data here illustrate the value of qualitative and quantitative data in converging on a meaningful interpretation of the data (Greene & Caracelli 1997;Reinelt & Russon 2003;Grove et al. 2006;Westhues et al. 2008). The importance of social interaction and trust for effective teaching and productive collaboration has been emphasized in theories on networks (Moiseyenko 2005), communities of practice (Wenger et al. 2002), in virtual communities (Mason & Lefrere 2003) and field leadership (Mouradian & Huebner 2007). Social connections are also an important element of knowledge diffusion, as indicated in a study of workers who moved to another organization (Rosenkopf & Corredoira 2008). ...
While there are many examples of evaluations of faculty development programs in resource rich countries, evaluation of transnational programs for faculty from developing countries is limited. We describe evaluation of the effects of the FAIMER Institute, an international health professions education fellowship that incorporates not only education content, but also leadership and management topics and, in addition, strives to develop a sustained community of educators. Data were obtained via retrospective pre/post surveys, as well as interviews. Results indicate that participating health professions faculty from developing countries are augmenting their knowledge and skills in education leadership, management, and methodology, and applying that knowledge at their home institutions. Fellows' perceptions of importance of, and their own competence in, all curriculum theme areas increased. Interviews confirmed a nearly universal gain of at least one leadership skill. Findings suggest that the high-engagement experience of the FAIMER model offering integration of education and leadership/management tools necessary to implement change, provides knowledge and skills which are useful across cultural and national contexts and results in the development of a supportive, global, professional network.
Currently, all around the world societies tend to become more polarized and fragmented. In the educational landscape Service-learning programs (SLP) have been traditionally seen as an instrument to bring together people whose lives are different. In this study, we are interested in exploring to what extent SLP helps link the life experiences of elite students from those of the marginalized communities that are 'served.’ The research question that guides this qualitative study is: to what extent do SL programs promote social capital—bridging and bonding? While bridging had to do with the idea of connecting with the other, bonding had to do with the emotional and social ties between the members of a 'similar' group. Data were collected in two different phases. At first, 16 service-learning coordinators from 13 different Latin American countries were interviewed; then, 48 students' reflections were analyzed. The findings of this study reveal that Service-Learning Programs (SLP) in Latin American elite schools primarily develop social cohesion focus on their students' needs and interests, with community voices seldom being heard. To foster more equitable service-learning experiences, a specific understanding of social capital based on the notion of reciprocity is proposed.
This chapter introduces the theoretical framework that guides the analysis of HE internationalisation policies in the context of Brexit and COVID-19. First, the case for a new institutionalist approach to HE policy analysis is made. Next, key concepts of institutional stability and change deriving from historical institutionalism are explored. This includes the concept of path dependence, mechanisms of institutional self-reinforcement, and a problematisation of the critical juncture concept. Subsequently, it is argued that historical institutionalist approaches of change and stability can benefit from an added sociological institutionalist perspective. Finally, the discussed concepts from historical and sociological institutionalism are combined in a disruption analysis framework, and scenarios are derived with regard to potential manifestations of change or stability in response to Brexit and COVID-19.
Teknolojinin baş döndüren hızı, günümüz örgütlerini özellikle teknoloji kaynaklı birçok türden belirsizlikle baş etme becerisi kazanmaya zorlamaktadır. Bu anlamda günümüz örgütleri için sosyal ağ teknolojisini temel alan bir açık liderliğe ihtiyaç olduğu öngörülmektedir. Dolayısıyla bu eser, örgütlerde yaşanan örgütsel belirsizlikler karşısında liderlik, teknoloji, örgütsel iletişim, örgüt kültürü ve yükseköğretimin yönetimi ile ilgili olan herkes için bir başvuru kaynağı olarak hazırlanmıştır. Kitabın organizasyonu içerisinde açık liderlik, sosyal ağları benimseme ve örgütsel belirsizlik kavramlarına dair bilgiler, kitaptaki bilgilerin daha kalıcı olabileceği bir düzenle sunulmuştur. Bu bağlamda kitaptaki konular tablo, resim, şema ve alan araştırması gibi destekleyici unsurlarla güçlendirilerek kitabın daha etkili olması amaçlanmıştır. Bu eserin eğitim yönetimi temelinde öncelikle yükseköğretimin yönetimi veya yükseköğretimde liderlik alanlarında çalışan bilim insanlarına, lisansüstü öğrencilerine, konuya ilgi duyan bağımsız araştırmacılara ve çalışma alanı örgüt, yönetim, liderlik, belirsizlik, sosyal ağlar ve teknoloji olan herkese faydalı olması dileğiyle…
In recent decades, the presence and visibility of Black women’s natural hair has increased, along with Black women’s conscious decision to vocalize social experiences related to hair texture, styling, and how those aesthetics and associated politics are inextricably linked to skin hue.
This study contributes to the limited knowledge on university recreation and student affairs part-time student employment programs, and how this experience can promote student development. The research examines differences in socialization opportunities perceived by student employees of a campus recreation department. Socialization was measured using group cohesion (a measure of the individual's attachment to the group). Analysis determined that African American student employees perceived a significantly lower overall level of cohesion compared with Caucasian and Hispanic student employees. In addition, students working in program areas that required less interdependence and limited ongoing training perceived significantly lower levels of cohesion compared with student employees working in positions that required regular in-service training and job-task interdependence. The authors discuss implications of the findings, recommendations for student development professionals, and suggestions for future research.
The National core curriculum for basic education defines the aims of pupil
welfare; these aims were introduced in 2006. The purpose of this study is to
determine what kind of conceptions teachers have of pupil welfare work,
and how teachers experience the operational environment in Lapland when
doing pupil welfare work. This qualitative study is based on
phenomenography.
The data of this study consist of 15 interviews collected in 2006.
Interviewees were teachers employed in basic education in Lapland.
For the background of this research I elaborate on the conceptualization
and development of pupil welfare, and the need of pupil welfare work
based on wellbeing.
I introduce changes which are needed in teachers’
work as a result of the responsibility to do pupil welfare work. I also
describe the special features which can be identified in pupil welfare work
in Lapland. I examine pupil welfare as a factor which on one hand unites
the community and on the other hand restricts privacy. I connect pupil
welfare with increasing social integration and the construction of social
capital in school societies. In order to understand the meaning of pupil
welfare more profoundly, I reflect on school as a power construction which
produces different classifications.
I introduce the results as categories of description. I classify data in three
main categories, which are the demands for pupil welfare, the contents of
pupil welfare work, and the special features of pupil welfare work in
Lapland.
To sum up, I present the framework of pupil welfare work, which consists
of the field of pupil welfare work, the interpretations of wellbeing
and the
typology of pupil welfare work. Pupil welfare work is categorized in four
types: backlogging, apart falling, sectorising, and community supporting
pupil welfare work.
The research indicates that pupil welfare work requires of the teachers a
different competence than the didactic teaching work. Multiprofessional
networks and interaction with complex issues create needs for teachers to
develop their professionality. In addition to this, reforms in teaching
practices, structures of school organizations, and availability of pupil
welfare services are necessary. The results of the study can be utilized in
teacher education, inservice
training, tutoring and decision made
concerning pupil welfare issues.
A growing body of research examines the effects of state affirmative action bans on domestic minority students' application and admission rates. This study expands previous research, considering how Texas's implementation of a race-neutral percent plan influenced admission opportunities for two understudied groups: foreign students and in-state Black and Hispanic immigrants. Using a census of all applicants to Texas's flagship universities—University of Texas-Austin (UT) and Texas A&M (A&M)—between 1992 and 2002, descriptive analysis and logistic regressions help examine how the passage of the Top Ten Percent Plan influenced selectivity in terms of observed admission rates and counterfactual admission probabilities for students of varying SAT scores and science, technology, engineering, and mathematics (STEM) versus non-STEM-proposed majors for foreign students compared to a variety of in- and out-of-state Black and Hispanic immigrants and domestic minorities. Findings point to salient institutional differences in selectivity for foreign applicants. The surge in UT's foreign applicant numbers post—Top Ten led to significant decreases in admission rates and increases in average SAT score and STEM foreign admits. Post—Top Ten A&M, on the other hand, maintained numbers of foreign admits on par with UT by accepting a significantly larger percentage of less selective foreign applicants.
This student survey was a response to the French youth unrest in 2005 and 2006. It considers the degree to which French higher and secondary education institutions create social cohesion. Focusing on three distinct higher-education institutions: L’institut d’études politiques de Paris (Sciences Po), Ecole Normale Supérieure, Paris 8, and a lycée in the outskirts of Paris, it asks students their opinions on pressing national issues. It reflects on how the French education system was developed to create French citizens and the post-war use of quotas created for Algerians in the employment and education sectors. It draws comparisons with the controversial 2001 separate-admissions policy at Sciences Po and the more recent agenda to institute 30% set-asides for higher-education scholarship students.
Incl. abstract and bibl. references Universities may contribute to a nation's social cohesion through both direct and indirect means. In their syllabi they may include techniques necessary for understanding complex social problems. Faculty may model good behaviour in terms of listening and understanding points of view that may contradict their own. University administrators may illustrate ways to lead honourably, which can enhance the chances for achieving consensus with respect to future dilemmas. This project assessed typical areas of university tension, including academic freedom, equity of participation and academic honesty. Three different universities were chosen as sites for faculty interviews-a foreign private university in Kyrgyzstan, a flagship state university in Georgia, and a regional teacher training college recently upgraded to university status in Northeast Kazakhstan. Results suggest that the single most important arena wherein universities can influence social cohesion in these countries is the manner by which they address education corruption. The paper reproduces the statements of those faculty members who participate in corruption as well as those who refuse to participate. It concludes with some predictions about the future of the relationship of higher education to social cohesion.
Putnam has developed a theory of social capital to explain the effect of decreasing community participation and civic engagement on declining institutional performance. Subsequently, there has been much speculation as to whether emerging virtual communities can counteract this trend. The authors apply the findings of computer-mediated communication and virtual communities to the networks, norms, and trust of social capital and also examine the possible effects of virtual communities on the privatization of leisure time. They conclude that social capital and civic engagement will increase when virtual communities develop around physically based communities and when these virtual communities foster additional communities of interest. Through a preliminary analysis, the authors identify potential communities of interest including education, exchange of general community information, and opportunities for government and political participation. They conclude with a discussion of current trends and research needs.
Based on entering freshman and follow-up data collected from 3,450 students (2,287 women and 1,163 men) attending 42 institutions with federally funded community service programs, the impact of community service participation on undergraduate student development was examined. Even after regression analyses controlled for individual student characteristics at the time of college entry, including the propensity to engage in service, results indicate that participating in service during the undergraduate years substantially enhances the student's academic development, life skill development, and sense of civic responsibility.
Incl. abstract, bibl. This paper will draw on standard international definitions of 'corruption' and apply them to the education sector. It will define corruption in education, explain why it is important, and describe various types of corruption and their causes. Emphasis will be placed on the role of higher education institutions in educational corruption, but the paper will not limit itself to higher education. In the end the paper will suggest four categories of reforms designed to minimize the risk of educational corruption. These include reforms to: (i) educational structures, (ii) the processes of management and adjudication, (iii) the mechanisms of prevention and when wrongdoing occurs, (iv) the system of sanctions.
This paper is dedicated to Philip J. Stone III, who first put me online in 1965.
Alexander Astin gives an update on what the Higher Education Research Institute at UCLA is learning about volunteerism and community service on campus. What promotes participation? Who benefits? How does participation affect leadership development?
The current interest in service learning provides universities with a unique opportunity to engage their students in community service, expand their educational agenda, and build reciprocal partnerships with the community. This article discusses the implementation of service learning by delineating a set of activities for four constituencies: institution, faculty, students, and community.
How can the university become more relevant to the rest of society? Many institutions look to higher education's traditional mission of community service.
This paper examines issues in the transformation of the university system in a democratic South Africa utilising the University of the Western Cape as a case study. In particular, it questions how the University's 1982 Mission Statement, which defined its oppositional role in the apartheid period, might be revised to shape the universities radical traditions to the tasks of the contribution of a new social order.
This study investigated possible differences in family background characteristics of 140 undergraduate students, half of whom were fraternity or sorority members, at a state university in the southeastern United States. Students were asked to complete checklists which asked if they were members of Greek-letter fraternities or sororities. Three other variables were tested: parents' income, father's educational level, and parental membership in elite social clubs. Analysis of the data indicated that students who were enrolled in Greek-letter organizations were more likely to have parents who were members of elite social organizations, parents with higher incomes, and fathers with higher levels of education. The study also found that Greek-letter students tended to have higher levels of social involvement on campus. Three tables summarize data on the three variables tested. (Contains 11 references.) (CH)
Video-based media spaces are designed to support casual interaction between intimate collaborators. Yet transmitting video is fraught with privacy concerns. Some researchers suggest that the video stream be filtered to mask out potentially sensitive ...
Cyberculture authority Howard Rheingold was the first to write about online communities in this style that is part-travelogue and part-anthropological guide. This groundbreaking classic explores the entire virtual community, beginning with a selective but probing look at the author's original online home, The Well. Rheingold relates plenty of anecdotes that demonstrate the upsides of online life, such as how he was able to get information on removing a tick from his child before his doctor could respond to his phone call. But the bulk of the material relates to how individuals interact online much as they do in a face-to-face community. Rheingold speaks to how both friendships and enmities are formed online and how people come together to support each other through misfortune. He gives the example of how computer-moderated communication enabled members of one Well community to send vital medical aid to a friend hospitalized halfway around the world. Rheingold goes on to show how communities can form by various electronic communication methods, using the conferencing system of The Well as one example. He also examines how people interact through mailing lists, live chat, and the fantasy cyberenvironments of online role-playing games. In the process, he questions what kind of relationships can really be formed in a medium where people can change their apparent identity at will. This book questions whether a distinction between "virtual" communities and "real-life" communities is entirely valid. The Virtual Community argues that real relationships happen and real communities develop when people communicate upon virtual common ground. Rheingold also shares his far-reaching knowledge of how technology effects our social constructs. If you are involved in an online community, here is your cultural heritage.
New reports add to picture of corruption in Chinese college admissions
- J Xueqin
Xueqin, J. (2001, September 7). New reports add to picture of corruption in Chinese college admissions. Chronicle of Higher Education. 104 O. Moiseyenko Downloaded by [Michigan State University] at 10:36 20 January 2015
Evaluating the potential for using various methods for the study of one function of social cohesion: School climate
- K Taylor-Heynes
Taylor-Heynes, K. (2002). Evaluating the potential for using various methods for the study of one function of social cohesion: School climate. Nashville, TN: Vanderbilt University, Department of Leadership, Policy, and Organizations. Vanderbilt Register. (2002, November 25–December 8
An electronic group is virtually a social network The debate on university transformation in South Africa: The case of the University of the Western Cape
- B Wellman
Wellman, B. (1997). An electronic group is virtually a social network. In S. Kiesler (Ed.), Cul-ture of the Internet (pp. 179–205). Mahwah, NJ: Lawrence Erlbaum Associates, Inc. Wolpe, H. (1995). The debate on university transformation in South Africa: The case of the University of the Western Cape. Comparative Education, 31, 275–292.
Comparison of socioeconomic background characteristics of Greeks and in-dependents. Unpublished manuscript. (ERIC Document Reproduction Service No. ED406922)
- J Byer
Byer, J. (1997). Comparison of socioeconomic background characteristics of Greeks and in-dependents. Unpublished manuscript. (ERIC Document Reproduction Service No. ED406922)
Computer and Internet use by children and adolescents in 2001 Retrieved from http://nces.ed.gov/programs/ quarterly Inextricably linked " : Shared governance and academic freedom Education for democracy in Russia
- M Debell
- Ch / Chapman
- L G Gerber
- A Gusseinov
DeBell, M., & Chapman, Ch. (2005). Computer and Internet use by children and adolescents in 2001. Education Statistics Quarterly, 5(4). Retrieved from http://nces.ed.gov/programs/ quarterly/vol_5/5_4/2_1.asp Gerber, L. G. (2001). " Inextricably linked " : Shared governance and academic freedom. Aca-deme Online, 87(3). Retrieved from http://www.aaup.org/publications/Academe/2001/ 01mj/mj01gerb.htm Gusseinov, A. (1996). Education for democracy in Russia. In A. Oldenquist (Ed.), Can democ-racy be taught? Bloomington, IN: Phi Delta Kappa Educational Foundation.
The enclosure of the academic commons Retrieved from http Faculty misconduct in collegiate teaching
- D Bollier
- J M Braxton
- A Bayer
Bollier, D. (2002). The enclosure of the academic commons. Academe Online, 88(5). Retrieved from http://www.aaup.org/publications/Academe/2002/02so/02sobol.htm Braxton, J. M., & Bayer, A. (1999). Faculty misconduct in collegiate teaching. Baltimore: Johns Hopkins University Press.
Education for democracy in Russia
- A Gusseinov
Corruption, conflict, and budget cuts afflict academe in former Soviet Republics: Few universities have resources or the will to reform
- B Macwilliams
Computer and Internet use by children and adolescents in 2001
- M Debell
- Ch Chapman
Education and corruption. Paper presented at the Forum on Ethics in Business and Economics: Challenges for Higher Education
- S Heyneman
Vanderbilt receives $400k federal grant to help northwest Nashville neighborhoods
- E Pearce
More than 5,700 middle Tennessee jobs result from Vanderbilt research
- Vanderbilt Register