Education for Social Change: Driving Student Success for and Beyond the Market | Chapter 3 | Current Progress in Arts and Social Studies Research Vol. 5

The aim of this article is to illustrate that a key strategic objective of student affairs is to contribute significantly towards student success. Education refers to the process of learning and expanding culture. It significantly contributes to the improvement of the human condition through better knowledge, health, living conditions, social equity, and productivity, and is a central tool for social progress. Student affairs practitioners and researchers are well positioned to contribute holistically to student success and as such could play a strategic role in the transformation of higher education.  This article reports on a study [1] entitled ‘Towards a Qualitative Framework for Blending Equity and Excellence in Transforming South African Higher Education Transformation to Achieve Development’ in which the promotion of student success is viewed as central to institutional transformation. The purpose of the study was to contribute to a more comprehensive qualitative framework for higher education transformation in South Africa by reconciling notions of ‘equity and excellence’. The scope of the study revolves around the view of sixteen expert leaders in higher education change in South Africa. They explore elements of a qualitative framework for higher education transformation from a contemporary perspective. It answers the question as to why transformation is perceived to be so slow despite existing frameworks. Four core areas are identified as crucial to address if transformation is to be focussed and accelerated. The most crucial of these is ‘student success’. The paper presents a set of indicators that could be used to frame how transformation can occur, noting that these are to be conducted in small settings. In practice, this means that a project or site can be selected for transformation, a set of indicators developed, and a systematic approach. The researcher interviewed 16 leaders of thought in higher education transformation. These were well-published authors, Vice Chancellors, advisors to the ministers, etc. They were selected based on their expert status and when questions arose in the discussion they would often refer individuals who could be interviewed. Interviews were done online and some were accessible in the greater Cape Town area where the researcher residences, were held face to face. The study found that there were five key pillars that uphold transformation endeavours in higher education. These include an understanding of The South African knowledge project, student success, institutional culture, demographic representation, and individual transformation. Of these five pillars, in the final analysis, they are all to serve a single aim, namely student success.

 

Author (s) Details

 

Chanaaz Charmain January
Department of Student Affairs, University of Cape Town, Rondebosch, South Africa.

 

Please see the book here:- https://doi.org/10.9734/bpi/cpassr/v5/2302

Who are G. B. Shaw's 'Unreasonable People', that Bring Progress? | Chapter 11 | Recent Research Advances in Arts and Social Studies Vol. 6

In this work the author examines who are. G.B. Shaw's "Unreasonable Men" that may bring Progress to the world, and what means this term.  After describing today's Unexplainable Reality and referring to the Heterogeneous Nature of the Post-modern Society, the Author offers a Model of a society divided into two large heterogeneous groups: Squares and Stars. These abstract symbols hint on the general pattern of behavior, which characterizes the conduct of most group members.  The Squares are the 'Reasonable people', the majority, the 'common' 'the followers.' the Stars are the "unreasonable individuals' – the brave, unconventional and the Avantgarde. Further the Stars are divided into three subgroups: 1) the Rational Development Stars, 2) the Emotional Stars, and 3) the Impaired Stars subgroup. Unfortunately, due to known and unknown reasons, Shaw referred only to the first subgroup - the Rational Development Stars.  The Author than uses guiding quotes for assisting in analyzing the characters and features required for this type of individuals. Later the meaning of Progress was explored with the hope to find an appropriate inspiring description. Finally, the other two subgroups; The Emotional Stars – that were neglected because of unawareness and the Impaired Stars – that were dismissed because of unfamiliarity and ignorance, further were examined.

Author(s) Details:

Amos Avny,
Virginia-Tech 1944 US, Owner, Omnidev International Consultants, Yehud, Israel.

Please see the link here: https://stm.bookpi.org/RRAASS-V6/article/view/13811

Quality Culture in Transfusion Medicine | Chapter 3 | New Visions in Medicine and Medical Science Vol. 1

The field of Transfusion Medicine as a bridging science, integrally deals with that part of the health care system that undertakes the appropriate provision and use of human blood resources, whether whole blood, plasma, or cellular components. The development of a safe blood supply and transfusion brings along the introduction of managing quality as a culture. This is implemented through the introduction of a quality system (QS) and a related quality management system (QMS). Quality system management (QSM) in transfusion medicine is about providing and assuring vein-to-vein safe and effective hemotherapy. In many situations in the world the idea is that when instructions are written (SOPs) a quality system is in place; one just has to follow the instructions and ‘that is it, we’re done’!

However, quality does not only partly depend on following instructions at the operational level. What is generally not understood is the importance of designing and implementing quality system management as an institutional culture, based on five key elements 1) organization and (infra)structure; 2) standards (technical and quality); 3) documentation to allow traceability and evidence; 4) education through continued teaching and training; 5) assessment through continued monitoring and evaluation. There are a number of quality management systems available, which can be applied to procurement and clinical use of blood. Some are “process”- and “operations-oriented” while others deal more with the management aspects, securing a quality environment and culture, necessary for consistency and reliability of the operational processes. The EU EFQM and Canadian ISQua systems are based on concepts of excellence.

To achieve an optimal understanding of the values of vein-to-vein quality in transfusion medicine, a culture has to be developed through ownership, stewardship, and commitment to and implementation of the principles of fitness for purpose, the supplier-producer-customer continuum, and customer-orientation and satisfaction. Commitment from top management is the driving force for a culture of quality. Leaders need to be clearly visible, engaged and unwavering in their support for quality improvement.

 

Author(s) Details:

Cees Th. Smit Sibinga,
IQM Consulting and University of Groningen, Netherlands.

Please see the link here: https://stm.bookpi.org/NVMMS-V1/article/view/13650