Higher Education in Brazil: Retrospective, current challenges and looking ahead

Higher Education has become an increasingly competitive field, and knowledge, its essence, has become a global commodity. Consequently, universities all over the world have been under pressure to respond to growing new demands quickly, dynamically and creatively. In the Brazilian context, overcoming the challenges that these Higher Education institutions face requires a significant effort to adapt and change, especially by public universities. In this essay we analyze the main challenges of Brazilian Higher Education institutions, especially those resulting from the Coronavirus crisis. We focus on challenges such as quality of Higher Education, funding and academic management. To this end, we explore some of the main changes that Higher Education institutions have undergone over time. We also highlight some alternative paths for those challenges, including reflections on opportunities that have arisen following the pandemic. © 2023, Ensaio, All Rights Reserved.

Travel Prepared and Travel Well: Advice for New (and Experienced) Admissions Professionals

While some of these staff members travel to unfamiliar locations, even the most experienced travelers can benefit from shifting their thinking based on changing environments, such as civil unrest, crime, and weather. [...]it is vital for travelers to always be cognizant of their personal safety. Never accept a room if the check-in clerk calls out your name or room number. ♦ Do not get into an elevator if you do not feel safe. ♦ Check your cell phone coverage before traveling. According to the Centers for Disease Center and Prevention (CDC), road traffic crashes are a leading cause of death in the United States for people aged one-54, and they are the leading cause of non-natural death for u.s. citizens residing or traveling abroad

From Training to Transformation: Using a Transformational Learning Model for Faculty Development to Deepen Critical Conversations

There is growing interest in reenergizing SoTL as a public scholarship that engages civic conversational spaces and debates about our most pressing public issues (Chick, 2019;Friberg, 2020). In the COVID landscape, debates on reforming higher education-often foreclosed within our neoliberal university contexts (Giroux, 2014, 2017)-position faculty developers to catalyze these meso and macro conversations if they reimagine themselves as adult educators (Lawler & King, 2000;Stewart, 2014) who deploy a transformative pedagogy (Kreber, 2013;Schroeder, 2004). By designing programming using Nerstrom's (2014) compressed transformative learning model, faculty developers create transformative learning spaces for conversations that challenge the neoliberal status quo.

Australian Public Universities and the Destruction of the Academic Community*

The Coalition Federal Government led by Scott Morrison has raised tuition fees for humanities and social sciences (Campbell and Johnson 2020) and changed the law three times to ensure that the financial support called "Job Keeper" would not be given to public universities, while at the same time millions of dollars have been given to private universities (Price 2021). [...]these issues of public concern have not been reported nearly as much as they should have been. According to university statutes the key function of the university is: 'the promotion, advancement and transmission of knowledge and research' (Sydney University Act 1989). There is a deep communal logic that is inherent to the gift economy, which is in fact the opposition to the logic of the market economy: 'It is the cardinal difference between gift and commodity exchange that a gift establishes a feeling-bond between two people, while the sale of a commodity leaves no necessary connection' (Hyde 2007: 58).

Australian Public Universities: A crisis of governance

[...]we will examine this failure of leadership through the lens of the statutory nature and governance structures of Australian public universities, cast against the current rhetoric that metaphorically equates universities with commercial corporations, to determine the extent to which such a metaphor is accurate, and ultimately (we contend) detrimental to an effective and efficient university sector. Bullying and wage theft consistently appear in recent news reports, while the casualisation of the workforce has reached unprecedented proportions: for example, the University of Melbourne, Australia's richest tertiary institution, for example, has been recently reported by the ABC as employing 72.9% of its staff on insecure terms (Duffy 2020). [...]structural changes within individual institutions occur at an increasingly rapid pace (often as a result of a new executive member being appointed to a particular portfolio), while academics lament an overall decline in the rigour and quality of the education, notwithstanding the proliferation of reporting forms and protocols allegedly designed to ensure the opposite. [...]university executives, over the past decade, have relied heavily on an international student 'market' when such reliance was not (and still is not) necessarily required by the legislative framework that establishes and regulates Australian public universities (Howard 2021). Universities have a long heritage as corporate entities (Russell 1993), having been structured as such for centuries (Compayre 1893). [...]unsurprisingly, the enabling legislation of all Australian public universities confers upon universities the capacities and powers of a body corporate.

An Interview with Lorri Saddler

Prior to this role, she served as Associate Vice President and Dean of Undergraduate Admissions where she worked with all campus stakeholders to develop and implement a strategic enrollment management plan as well as improve enrollment and other related services. When asked about the future of HBCUs, Dr. Saddler replied with a sentiment similar to her president's: "I think HBCUs are finally getting the respect and recognition they so richly deserve. Since their inception, these institutions have consistently produced trailblazers and difference makers throughout history. According to the CAU website, "Building on its social justice history and heritage, Clark Atlanta University is a culturally diverse, research-intensive, liberal arts institution that prepares and transforms the lives of students. Because I was in that space, it made it easier to talk with this population.

Faculty Support in Higher Education Provided by University Administration during Emergency Remote Teaching: A Case Study

COVID-19 caused a global crisis and influenced approximately 1.5 billion students. Due to the threat of COVID-19, schools and universities suspended all the face to face classes and faced a mandatory transition to online learning to continue their teaching and learning. Teachers and students did not have time to prepare or get supported for emergency remote teaching. This study aims to examine the support services provided by the university administration to the faculty in Turkey. So it is designed as a case study, which is one of the qualitative methods in education. Regarding the findings related to support systems in the time of emergency remote teaching provided by the universities, it can be seen that administrative and technical supports were well provided. However, it can be said that the universities ignored their faculties' needs regarding academic support as well as counseling support, which faculty needed most. Although library support is one of the support systems in the literature, faculty mentioned that they did not need any support in this regard. Peer support can be shown as the most prominent type of support in the emergency remote teaching, although it is not included in the open and distance learning literature for faculty.