Renu Khator • Chancellor's Report
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Annual Report Academic Programme Quality 2019 / 2020
Annual Report Academic Programme Quality 2019 / 2020 Contents 1 Executive summary .......................................................................................................................... 3 2 The Covid-19 effect .......................................................................................................................... 5 3 Accreditations .................................................................................................................................. 7 3.1 NOKUT ..................................................................................................................................... 7 3.2 EQUIS ....................................................................................................................................... 7 3.3 EOCCS Re-accreditation ........................................................................................................... 7 4 Improvement projects in 2019/2020 ............................................................................................... 8 4.1 Revised Programme Quality System ....................................................................................... 8 4.2 Future Bachelor Model ............................................................................................................ 8 4.3 Digital exams - Wiseflow ......................................................................................................... 9 5 Quality assessment of programme portfolio ................................................................................ -
THE UNIVERSITY of EDINBURGH
THE UNIVERSITY of EDINBURGH 3 February 2020 Professor Julia Buckingham Chair of the Concordat Strategy Group By email to: [email protected] Dear Professor Buckingham Letter of Commitment to the Concordat to Support the Career Development of Researchers I, Peter Mathieson, on behalf of The University of Edinburgh, confirm our commitment to the Concordat to Support the Career Development of Researchers. The University of Edinburgh fully supports the Principles of this revised Concordat and we intend to uphold our obligations and responsibilities as a signatory. Research staff play a vital role at The University of Edinburgh and we are determined to support them to achieve their potential. We were one of the first eight UK universities to be awarded the HR Excellence in Research Award and have a comprehensive Code of Practice for the Management and Career Development of Research Staff. Our engagement in the process of revising this Concordat brought together research staff and allies in support services, Schools and Colleges, and research staff societies. This community will form a Concordat Implementation Group to embed our new responsibilities in core practices ensuring that researchers’ voices are at the heart of our plans. We are excited to work collectively and engage with initiatives to address systemic challenges in progressing towards a UK research system where researchers work in healthy and supportive environments. We agree that researchers should be recognised and valued for their contributions in research and beyond, supported in their professional and career development, and equipped and empowered to succeed in their chosen careers. Professor Peter Mathieson Principal & Vice-Chancellor The University of Edinburgh Old College, South Bridge Edinburgh, EH8 9YL T +44 (0)131 650 2150/49 E [email protected] The University of Edinburgh is a charitable body, registered in Scotland, with registration number SC005336 . -
ACCOUNTANCY 2019-2020 College of Business and Entrepreneurship BACHELOR of BUSINESS ADMINISTRATION School of Accountancy
ACCOUNTANCY 2019-2020 College of Business and Entrepreneurship BACHELOR OF BUSINESS ADMINISTRATION School of Accountancy This program leads to a profession which requires an occupational license as defined under Texas Occupations Code 58.001. This requires that all applicants seeking to become licensed must undergo a criminal background check prior to licensure Accountants and auditors prepare, analyze, and examine financial reports to ensure their fairness and reliability. Some accountants provide taxation advice and other consulting services to individuals and organizations or work in various capacities in not-for-profit organizations. Others serve as controllers, internal auditors, chief financial officers, and budget analysts. Demand for accountants is independent of the state of the economy and accounting graduates earn a very high salary. A – GENERAL EDUCATION CORE – 42 HOURS Students must fulfill the General Education Core requirements. The courses listed below satisfy both degree requirements and General Education Core requirements. Required 020 – Mathematics – 3 hours MATH 1324 Mathematics for Business and Social Sciences 080 - Social and Behavioral Sciences – 3 hours ECON 2301 Principles of Macroeconomics 090 - Integrative and Experiential Learning – 3 hours QUMT 2398 Decision Analytics B – MAJOR REQUIREMENTS – 78 HOURS (60 advanced) 1 – Business Core – 48 hours (30 advanced) a – Business Foundation – 18 hours ACCT 2301 Introduction to Financial Accounting ACCT 2302 Introduction to Managerial Accounting INFS 2300 Data Modeling -
Why Kenya's Decision to Appoint 'Corporate' Chancellors Won't Fix Universities
Why Kenya's decision to appoint 'corporate' chancellors won't fix univers... https://theconversation.com/why-kenyas-decision-to-appoint-corporate-... Why Kenya's decision to appoint 'corporate' chancellors won't fix universities Ishmael Munene The choice of chancellors appointed to head universities is a good indicator of the direction in which the state seeks to steer its institutions. It can foster or erode autonomy and shared decision-making. This has been a big issue in Kenya for decades. But the country isn’t alone. The balance between university autonomy and politicisation is relevant everywhere. In the British tradition, which Kenya generally applies, the university chancellor is a ceremonial head of a university. This titular head is usually a prominent citizen, a business or political leader. The executive academic and administrative head of the university is the vice-chancellor. Since independence the chancellors of public universities have either been heads of state or their appointees. They preside over graduation ceremonies, can give advice to the university councils, and make recommendations to the cabinet secretary of education. In theory the chancellor is a ceremonial position. But in practice Kenya’s chancellors are able – and even expected – to steer their universities in specific directions. This power is underlined in the three epochs that characterise the evolution of public universities’ chancellorship in the country. These are the political chancellor; the academic chancellor; and, more recently, the corporate chancellor. The corporate chancellor, common since 2013, is a response to mounting financial challenges facing Kenyan universities. The appointees include successful bankers, businessmen, corporate chief executives, industrialists and philanthropists. -
DEAC Directory of Institutions
Directory of DEAC-Accredited Institutions Offering Partnership Opportunities March 17, 2020 NOTE: Institutions that provide correspondence courses are marked with an asterisk (*). ABRAHAM LINCOLN UNIVERSITY Physiology, Aromatherapy, Botanical Health care, Business Intelligence, www.alu.edu Safety, Complementary Alternative Computer Science Health Care JESSICA PARK, Vice-President and Medicine, Herbal Medicine, Nutrition, Computing, Geospatial Information Dean, School of Law ([email protected]) and Wellness Coaching. Training in Systems, Health care informatics, complementary modalities and Information Systems Management Associate of Science in Business professional continuing education and Nursing; Bachelor of Science Administration, Bachelor of Science in programs in holistic health also Geographic Information Systems; RN Business Administration, Master of available. to Bachelor of Science, Nursing, RN to Business Administration, Diploma in Master of Science, Nursing, and Criminal Justice, Associate of Science AMERICAN NATIONAL UNIVERSITY Doctor of Nursing Practice Executive in Criminal Justice, Bachelor of Science www.an.edu or Education Leadership. in Criminal Justice, Master of Science DAVID YEAMAN, Executive Director of in Criminal Justice, Associate of Arts in Compliance and Accreditation ANAHEIM UNIVERSITY General Studies, Bachelor of Arts in ([email protected]) www.anaheim.edu General Studies, Diploma in Paralegal KATE STRAUSS, VP Admin Studies, Associate of Science in Associate Degrees of Science Degrees ([email protected]) Paralegal -
Research Article the Challenges of Student Affairs at Kenyan Public Universities
Journal of Student Affairs in Africa | Volume 1 (1&2) 2013, 33–48 | ISSN 2307-6267 | DOI: 10.14426/jsaa.v1i1-2.34 research article The challenges of student affairs at Kenyan public universities Tamara Yakaboski* and Matthew Birnbaum** Abstract Kenya is increasingly turning to the promise of mass higher education to help solve a range of economic and social issues. These efforts have had profound effects on university students, faculty and professionals who provide the vital student support services necessary for academic success. This case study explores the challenges that face Kenyan student services professionals within the context of the country’s history and cultures. Kenya’s student service professionals face four major challenges: the increasing costs of attendance, the resulting impact on student behaviours and actions, lack of training and senior leadership, and regular campus closures. Keywords student affairs, accommodation, student housing, student services, university environment, higher education. The challenges of student affairs at Kenyan public universities Kenya is increasingly turning to the promise of mass higher education, meaning a shift from an elite to an open system of access, to help solve a range of economic and social problems (Jowi, 2009; Kenya Vision 2030, 2007). The national government has made its commitment to post-secondary education evident through the addition of over 25 public universities and constituent colleges since 1994 and its adoption of policies encouraging rapid enrolment growth in nearly all post-secondary institutions. Between 2010 and 2013, Kenya made nearly 20 constituent colleges and branch campuses into stand-alone universities. Even with this growing capacity, Kenya’s demand for access to affordable higher education far exceeds the system’s ability to deliver quality instruction and student support (Ngolovoi, 2010; Owuor, 2012). -
Two Year Plan for New Degree Programs
PRAIRIE VIEW A&M UNIVERSITY Two Year Plans for New Degree Programs THECB Submissio Degree/Level Name CIP Site Notification n Date Start Date Notes Bachelor of Applied Arts and Sciences Professional Studies 24.0102.00 Prairie View N/A Spring 2014 Fall 2014 Student Development and Master of Education Administration in Higher Education 13.1102.00 Prairie View N/A Fall 2014 Fall 2015 Master of Arts International Studies 30.2001.00 Prairie View N/A Fall 2014 Fall 2015 Master of Science Marriage and Family Therapy 51.1505.00 Houston NW N/A Fall 2014 Fall 2015 Master of Science Educational Psychology 13.08 Prairie View N/A Fall 2014 Fall 2015 Master of Science Rehabilitative Counseling 51.231 Houston NW N/A Fall 2014 Fall 2015 Doctor of Philosophy General Engineering 14.0101.00 Prairie View Spring 2014 Fall 2014 Fall 2015 TARLETON STATE UNIVERSITY Two Year Plans for New Degree Programs THECB Submission Start Degree/Level Name CIP Site Notification Date Date Notes Ecosystem Science and Doctor of Philosophy Management 01.1106.00 August 2013 Fall 2014 Fall 2015 joint program with TAMU Arts and Sciences Child and Family Studies 19.0701.00 N/A Fall 2014 Fall 2015 Fort Worth Master of Arts Communication Studies 09.0100.00 Campus N/A Fall 2014 Fall 2015 Doctor of Philosophy Criminal Justice 43.0103.00 July 2014 Fall 2014 Fall 2016 Master of Social Work Social Work 47.0701.00 N/A Fall 2014 Fall 2016 Master of Science Psychology 42.0101.00 N/A Fall 2014 Fall 2015 Bachelor of Arts Fashion Design 50.0407.00 N/A Fall 2014 Fall 2015 Bachelor of Science Leadership -
Guidelines for Admittance of a Docent at the Faculty of Theology, Uppsala University
TEOLFAK 2021/23 Guidelines for Admittance of a Docent at the Faculty of Theology, Uppsala University Set by the Board of the Faculty of Theology on 15 December 2000. Latest revision on 1 June 2021. UPPSALA UNIVERSITY GUIDELINES FOR ADMITTANCE OF A DOCENT 2021-06-01 TEOLFAK 2021/23 Table of contents 1. Docentur significance and implications 3 2. Requirements for admittance 3 3. Grounds for acceptance 4 3.1. Academic accomplishments 4 3.2. Pedagogical skills and achievements 5 4. The processing of the application 5 Appendix: Template for application 8 2 UPPSALA UNIVERSITY GUIDELINES FOR ADMITTANCE OF A DOCENT 2021-06-01 TEOLFAK 2021/23 1. Docentur significance and implications Those qualified to be accepted as docent1 will have completed a doctoral degree, or have an equivalent level of competence and will also display requisite levels of academic and pedagogic proficiency. Local rules for skills evaluation have been set by the Vice Chancellor of Uppsala University on 2000-04-11, ref.no. 1794/98. The Faculty Board accepts unremunerated docents within the research areas of the faculty. A docentur in a subject means that the holder of the title has documented independent research capacity and teaching skills as well as possessing a significantly higher level of academic competence than is required for a doctoral degree. A docentur is unremunerated and is not tied to nor does it entitle employment at the university. The Faculty of Theology recognises applications for docentur in: - History of Religions and World Christianity - History of Religions - World Christianity - Empirical-practical Studies of Religion and Theology - Sociology of Religion - Practical Theology - Didactics of Religion - Biblical Exegesis - Hebrew Bible Exegesis - New Testament Exegesis - Church History and Mission History - Church History - Mission History - Systematic Theology - Studies in World Views and Christian Theology - Islamic Theology - Ethics - Philosophy of Religion 2. -
Case Study: Manchester-UMIST
Case Study 4: The University of Manchester and the University of Manchester Institute of Science and Technology Introduction 1.This case study is about the process leading up to the merger between the Victoria University of Manchester (VUM)) and the University of Manchester Institute of Science and Technology (UMIST) which was agreed by the Councils of both Institutions in March 2003. It is to be implemented from October 2004 as the Courts of both Institutions have agreed to petition for a new Charter to replace both existing charters. History and Background 2. Both VUM and UMIST share much common ancestry and until 1994 they retained a formal, closely collaborative, relationship. UMIST had been the Faculty of Technology of VUM and had awarded VUM degrees. UMIST’s computing services were supplied from VUM and the two libraries collaborated through a consortium arrangement involving other Manchester institutions (the Consortium of Academic Libraries in Manchester – CALIM). However, UMIST had its own Charter and had always been a distinctive separately funded institution. 3. In 1994 UMIST ‘felt no need to continue within the formal relationship’ and decided and approval was granted for it to award its own degrees. For a time students were able to choose which degree they wanted - VUM or UMIST. However, academic and support links persisted. Among others there was a federal School of Management, joint Department of Materials Science, and joint services including careers, counselling and accommodation. 4. During the late 1990s, UMIST saw the need to emphasise its separate identity and, in particular, to expand its activities in the life sciences. -
Doctor of Business Administration Program Director Assistant
Invites Applications and Nominations for the Doctor of Business Administration Program Director AND Assistant/Associate Professor of Graduate Studies Located in Knoxville, Tennessee DBA Program Director and Assistant/Associate Professor, Graduate Studies • Promote effective working relationships among faculty, staff, and students. • Participate on University committees and provide committee service. • Comply with the policies and procedures of the University, including those in the Faculty/Staff Policy Manual. • Complete reports necessary for the advancement of the University’s programs. • Maintain proper security for all university files and information and follow privacy procedures at all times. • Serve on dissertation committees as a member and/or dissertation chairperson. Lincoln Memorial University, a comprehensive private university in eastern • Assist in the recruitment of students Tennessee, seeks an experienced academic administrator with proven to the DBA program and other Doctor of Business Administration (DBA) leadership skills to serve as the School of Business programs. Program Director at its Knoxville-Cedar Bluff site. The DBA Program Director will hold the rank of Assistant or Associate Professor of Graduate Studies. • Provide enrollment, assessment, and retention reports to the Dean of Applications will be accepted until the position is filled. the School of Business as directed Review of applications is underway. by the Chair of Graduate Programs and Dean of the School of Business. THE OPPORTUNITY understanding of business theory and • Serve as mentor to graduate Lincoln Memorial University is a values- application in today’s market. Students students. based learning community dedicated have 12 hours of dissertation credit to providing educational experiences to earn working with their dissertation • Develop and edit a dissertation in the liberal arts and professional committee. -
Thomas Lothian Johnston DL, FRSE Professor of Economics and University Vice-Chancellor the Announcement of the Death of Tom John
Thomas Lothian Johnston DL, FRSE Professor of Economics and University Vice-Chancellor The announcement of the death of Tom Johnston in The Scotsman made no mention that he was a professor and a principal and included no reference to his doctorate and many honorary degrees. Nor did it say he was a Fellow of the Royal Society of Edinburgh; indeed, had been its president. That was Tom. He would have liked that. Those born in Hawick are known as Teries. Thomas Lothian Johnston was born in Whitburn, the family moving to Newcastleton near Hawick shortly thereafter. So Tom, with a Border surname, became a proud Borderer and in every respect other than his place of birth, a real Teri. A contemporary at Edinburgh University, aware of Tom's academic skills, asked him why he had not thought of going to Oxford or Cambridge. Tom's reply was that had there been a university at Hawick he wouldn't have come to Edinburgh. From Hawick High School he joined the navy, serving as a sub-lieutenant. Many who were in the services in these days found it to be a life-changing experience and it was said of Tom that the navy shaped him. Graduating at Edinburgh with first-class honours, he was much influenced by the legendary professor of economics Sir Alexander Gray, who, recognising Tom's potential, appointed him as his "varlet", to devil up aspects of Sir Alexander's research. He also encouraged him to continue his studies at the University of Stockholm. This gave him a European, indeed an international, view for the rest of his career. -
Final Decision on Selection of Rectors Confirmed, If Only Formally, by a Higher Authority, E.G
Election Procedures of Higher Education Institution Rectors / Executive Heads In the words of EUA “autonomy is a success factor for European Universities”, facing new challenges in an increasingly complex and global environment. There are several aspects of university autonomy and governance, i.e financial, organizational, staffing and academic autonomy. Numerous EUA studies found that in Europe institutional autonomy varies greatly and legal settings and even definitions differ drastically across countries. Thus the relationship between state and university can take several forms; there is no one ideal model. Key findings included that while in general there is a trend towards greater autonomy, this is mostly found in administrative and academic areas, but legal frameworks are often restrictive towards governance structures and university leadership. Higher education institutions in most countries vote on the executive head’s1 appointment with a large group/electoral body or via the Senate and/or Council. Only in some, their selection of the Rector may also have to be Final Decision on Selection of Rectors confirmed, if only formally, by a higher authority, e.g. the Ministry of Eu 27 + Turkey Education at national or state level or in some cases the President. Those procedures are formal as in most cases the higher authority has Senate or Senate Senate w. w. Confirmation confirmation Council little veto power, or if it does, it does not make use of it frequently. Council w. Senate & confirmation Council/Board As pictured in the Graph, this mostly formal confirmation by a higher authority (in light reds) is not common in most countries. About two thirds of Universities can select the Rectors without confirmation and Senate Council/Board with little or no selection procedures prescribed by law (blue tones).