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Changing ecology of higher education

Changing ecology of higher education. Susan L. Gabel, PhD. Ecology. Study of the network of relations between various aspects of the environment. Network of relations in higher education: *People *Purposes Places Policies. Network of relations. Global trends .

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Changing ecology of higher education

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  1. Changing ecology of higher education Susan L. Gabel, PhD

  2. Ecology • Study of the network of relations between various aspects of the environment. • Network of relations in higher education: • *People • *Purposes • Places • Policies

  3. Network of relations

  4. Global trends • *Revolutionary massification • “Unprecedented in scope & diversity” • Who’s excluded? • *Shifting priorities & purposes • Equity & access • Internationalization of policies & programs

  5. NLU’s 3 Year Federal Grant (2008-2011) • $1 million awarded to National-Louis University • Private non-sectarian university • 5 campuses in Chicago metropolitan area • Student body: • Approx. 15,000 total • 75% female • 54% part time • Non/white 27% • Average age 32 (undergraduate), 38 ( graduate) • Large number single parents; poor families; first generation college • Open access university

  6. Add google map here

  7. Global trend #1

  8. Revolutionary massification Unprecedented in scope & diversity

  9. Age • Globally, 26% of age cohorts in tertiary education • Belgium (Flemish) average age 21.1 • US community colleges • 42% are 22-39 • 16% are 40 & older • Average age of NLU students • Undergraduate 35 • Graduate 38

  10. Gender • US community colleges 60% female • NLU 74% female • 53.4% female in Belgium (Flemish) HE • Gender parity in developing world

  11. Tertiary Gender parity index (2007) • Belgium 1.26 • Cambodia 0.56 • Japan 0.88 • Jordan 1.10 • Kenya 0.57 • South Korea 0.67 • United Kingdom 1.40 • United States 1.41 United Nations Statistics Division (2009)

  12. Social class • Usually measured by education level of parents. • Low socio-economic students under-represented internationally. • Minority status

  13. Rural Mexico: 90% are 1st in family in HE • India: 5% set asides for “scheduled castes,” disabled, women • Brazil: set asides for Afro-Brazilians • Belgium (Flemish): funding weights • Open Universities: • 1.8 m-Indira Gandhi National Open U. • ¼ m-U. South Africa • 27 countries-Africa Virtual U. • Zimbabwe Open U.

  14. Disability index???? • 0

  15. Flanders

  16. Students • 57.8% of 18 year olds start Bacheloriate program • Average age 21.1 • 53.4% female • 50% have fathers with university credentials • 78% educated school leavers in 2005 had jobs in 2006 • 88% high educated • 68.4% medium educated • 45.3% low educated

  17. Global issue #2

  18. Shifting priorities & purposes

  19. Priorities • *Access & equity • Mobility • Degree completion • Readiness for employment • Lifelong learning • Student centered learning

  20. Belgium

  21. Equity & access • Gender parity index • Participation rates • Attainment rates • Educational equity index

  22. Gender parity index (10%) Usher & Cervenan (2005)

  23. Participation rates (25%) Usher & Cervenan (2005)

  24. Attainment rates (25%) Usher & Cervenan (2005)

  25. Educational equity index (40%) Usher & Cervenan (2005)

  26. Overall accessibility rankings Usher & Cervenan (2005)

  27. Implications for disabled people • When women are excluded from HE, disabled women are disproportionately affected. • When attainment or completion is minimal, disabled students are disproportionately affected. • When educational equity is low or when HE does not represent the diversity in society, disabled students are disproportionately affected.

  28. Purposes • To increase employability • To enhance personal development • To educate for active citizenship

  29. European Union

  30. EU Survey of HE students Gallup (2009)

  31. 96%: Increase employability Gallup (2009)

  32. 92%: Enhance personal development Gallup (2009)

  33. 87%: Educate for active citizenship Gallup (2009)

  34. Leuven Communiqué • Equitable access & completion • Reflect the diversity of the population • Must provide adequate conditions by removing all barriers to study: • Improve learning environment • Create economic feasibility • Flexible learning paths

  35. 88%: agree on right to study Gallup (2009)

  36. 48%: universities should have right to select students Gallup (2009)

  37. 80%: universities should do more to ensure diversity Gallup (2009)

  38. What do these data suggest about HE in Belgium? Think-pair-share

  39. Minority status—disabled • 10% world’s population • World’s largest minority • 20% world’s poorest people are disabled • In OECD countries, under-represented in HE • Unemployment as high as 80% • Most segregated & least educated: people with intellectual disabilities • Also significantly isolated: people with psychiatric impairments

  40. UNESCO (2010a) Global Monitoring Report • “Mutually reinforcing layers of disadvantage…restrict opportunity” (p. 151). • “Disability is one of the least visible but most potent factors in educational marginalization” (p. 195). • “It is social, institutional and attitudinal barriers that limit the full inclusion of people with disabilities” (p. 181).

  41. NLU student census 2009 • <1% self-identify • 10% identify in census • 30% of disabled attend least technological campus • 68% in National College of Education

  42. Impairments listed Mild, Moderate, Severe hearing loss Back pain, needs cane Fibromyalgia Addison’s disease Degenerative disc and joint disease Diabetes

  43. Epilepsy Chronic pain Dyslexia Multiple sclerosis Attention deficit with/without hyperactivity Bi-polar disorder Hypertension Learning disability

  44. Light sensitivity—severe migraines • Unable to walk or stand for long periods • Polio • Asthma • Anxiety • Depression

  45. Heart condition • Learning comprehension • Reading comprehension • Severe respiratory disease • Poor vision • Carpal tunnel • Scoliosis • Pinched nerve in spine

  46. Poor short term memory • Torn ligament in right hand—70% function left • Back injury • Cancer—cancer treatments • Panic attacks • Narcolepsy • Traumatic brain injury

  47. Paraplegia • Vision impairment • Congenital loss of hand • Severe clinical depression • Blind • HIV/AIDS • Cerebral palsy

  48. Census comments 2010 • I have learning disabilities which can make online learning extremely difficult. • I have MS, so my disability will vary with my "flare ups" that I experience. • I had a stroke several years ago, I have difficulty with comprehension of written material and blindness in the right eye.

  49. Several brain surgeries with 3 shunt placements. Ventricular Atrial shunt manages csf fluid in brain. • Narcolepsy-- uncontrollable tiredness at inappropriate times throughout the day.

  50. What do our data suggest? • Most NLU students will not self identify • Self identification requirement insufficient • Most NLU students have invisible conditions • Chronic health impairments are the highest incidence conditions • Age related

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