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Post-secondary Institutions (post-secondary + institution)
Selected AbstractsIndigenous Methodologies: Suggestions for Junior ResearchersGEOGRAPHICAL RESEARCH, Issue 1 2010NAOHIRO NAKAMURA Abstract Indigenous methodologies in geography have recently been developed to decolonise Western dominated paradigms. It has been argued that research which does not benefit Indigenous communities should not be conducted. However, Indigenous methodologies are not taught in many post-secondary institutions. Therefore, when they pursue Indigenous topics, many junior researchers are self-taught in these methodologies. However, these methodologies cannot be defined simply and they are too diverse to be learnt in a short period. In Japan, Indigenous peoples are not widely recognised and research on contemporary Indigenous issues is limited. The concept of Indigenous methodologies is rarely discussed. Because of this, Japanese researchers rarely identify their research as adopting an Indigenous methodology. Indigenous researchers are thereby discouraged from pursuing Indigenous methodologies. Furthermore, a methodology or a thesis statement used by researchers to reflect Indigenous perspectives often gets little support from Indigenous peoples. My master's research on the Ainu mirrored this situation. While Indigenous methodologies remain difficult to learn, junior researchers should not be discouraged from this form of engagement. Practical suggestions are therefore necessary to encourage their use and application. Based on my experience, I suggest that researchers approach Indigenous communities from a learning perspective. This would encourage open-mindedness and sensitivity. Researchers should also be prepared and willing to refine their research questions and to continue their literature searches after their fieldwork is completed. These strategies could limit misinterpretation and exploitation of Indigenous knowledges and peoples. [source] English Further Education through American EyesHIGHER EDUCATION QUARTERLY, Issue 4 2009Kevin J. Dougherty This article examines various commonalities and divergences between the English further education system and its nearest US equivalent, the community college system. In terms of commonalities, the article discusses the reliance on sub-university institutions to provide access to higher education, persistent dilemmas attendant to that reliance and conflicts over efforts to make non-university post-secondary institutions become more specialised in their missions. With regard to divergences, this article examines differences between the two types of institution in the strength of transfer arrangements, the ability to award the baccalaureate degree, the competitive environment and the balance between national and sub-national governance. [source] New directions for dual enrollment: Creating stronger pathways from high school through collegeNEW DIRECTIONS FOR COMMUNITY COLLEGES, Issue 145 2009Nancy Hoffman This chapter provides a national picture of innovative learning options, such as dual enrollment and early college high schools. These options prepare high school students for college-level course work by providing supported early immersion in college. The chapter also discusses how such programs can help a wide range of students and highlights the importance of state policy in encouraging these efforts to create stronger connections among high schools, post-secondary institutions, and the workforce. [source] Playing by the rules: Restricted endowment assets in colleges and universitiesNONPROFIT MANAGEMENT & LEADERSHIP, Issue 3 2005Lelia Helms Endowments serve as financial buffers and safety nets for post-secondary institutions in uncertain financial times. Donor-restricted gifts and bequests often complicate the management and deployment of endowment assets. Public policy concerns, the Uniform Management of Institutional Funds Acts, and related case law are changing approaches used by states to alter the donors' "dead hand" when time and circumstances make carrying out conditions of restricted bequests unworkable. [source] | ||||||||||