General Introduction

  • Mary Gobbi University of Southampton, UK
DOI: https://doi.org/10.18543/tjhe.2442
Keywords: elitism, reputation, outcome-based education, COVID 19, lifelong learning

Abstract

The papers in this Edition of the Journal comprise five ‘general papers’ and five in the COVID 19 section. Together, the papers clearly illustrate our theme of ‘Resilience and responsiveness’. The general papers mark states of transition, whether student, staff, or institution; the capacity and ability of stakeholders to be responsive to trends and more importantly their resilience to unfolding circumstances. Examples of these transitions include, academics learning new ways of education (outcome-based education, measuring aspects of the Bologna Process); institutions sustaining historical models of education, mission, and strategies; students experiencing and reacting to changes in the educational experience as pedagogies, processes, modes of delivery and philosophies change around them. In the COVID-19 section, resilience and responsiveness are evident driven by the need to face the challenges of the moment and times.

Downloads

Download data is not yet available.

Author Biography

Mary Gobbi, University of Southampton, UK

Emeritus Professor (University of Southampton, UK) and Editor of Tuning Journal for Higher Education since 2019. Professor Gobbi (PhD, MA Ed, Dip N ,Dip Ned, RN) has been Tuning Nursing co-ordinator since 2003 and is an expert educational developer and evaluator, with extensive national and international experience. These include projects within the European Union (e.g. technologies in healthcare training, on Sectoral Skills Councils for Nursing’; role and training of health care assistants; developing a European MSc in Advanced Rehabilitation Technologies,); South Sudan (developing standardized in service midwifery training)’; Germany and US (Leadership Competences for executive nurse leaders); Republic of Georgia (developing bachelors nurse education); and Canada (comparing EU and Canadian nurse education and advising on masters level standards). Mary has experience with different levels of education for nurses and other health care professionals (from care assistant to post doctoral level); and with different educational strategies and technologies (from the use of grading in practice, simulation and use of mobile technologies to improve critical care education and resuscitation performance using ‘smart technologies’). She has supervised 10 doctoral students to successful completion.

References

Fernandez, Jacqueline Liza. “An Exploratory Study of Factors Influencing the Decision of Students to Study at Universiti Sains Malaysia.” Kajian Malaysia: Journal of Malaysian Studies 28, no. 2 (2010)

Muruthy, Aggilanda Easwary, and Fadhilah Mat Yamin. “The Perception and Effectiveness of Learning Management System (LMS) Usage among the Higher Education Students.” Journal of Technology and Operations Management 12, no. 1 (2017): 86–98.

Zeithaml, Valarie A, A Parasuraman, and Leonard L Berry. Delivering Quality Service: Balancing Customer Perceptions and Expectations. New York: The Free Press, 1990.

Published
2022-05-28
How to Cite
Gobbi, Mary. 2022. “General Introduction”. Tuning Journal for Higher Education 9 (2), 19-25. https://doi.org/10.18543/tjhe.2442.
Issue
Vol. 9 No. 2 (2022): Resilience and responsiveness in challenging times
Section
Introduction

Authors are required to sign and submit a copyright transfer agreement after acceptance but before publication of their manuscript. To that effect, they receive, from the Managing Editor of Tuning Journal for Higher Education, a standard copyright assignment form designed along the following lines:

1. Authorship:

The author who signs the copyright transfer agreement must be the sole creator of the work or legally acting on behalf of and with the full agreement of all the contributing authors.

2. Copyright and Code of conduct:

a) Authors warrant that their work is original; has not been previously copyrighted or published in any form; is not under consideration for publication elsewhere; its submission and publication do not violate TJHE Ethical Guidelines for Publication and any codes (of conduct), privacy and confidentiality agreements, laws or any rights of any third party; and no publication payment by the Publisher (University of Deusto) is required.

b) Authors are solely liable for the consequences that may arise from third parties’ complaints about the submitted manuscript and its publication in Tuning Journal for Higher Education (TJHE).

c) Authors grant to the Publisher the worldwide, sub-licensable, and royalty-free right to exploit the work in all forms and media of expression, now known or developed in the future, for educational and scholarly purposes.

d) Authors retain the right to archive, present, display, distribute, develop, and republish their work (publisher's version) to progress their scientific career provided the original publication source (Tuning Journal) is acknowledged properly and in a way that does not suggest the Publisher endorses them or their use of the wortk.

e) Authors warrant that no permissions or licences of any kind will be granted that might infringe the rights granted to the Publisher.

3. Users:

Tuning Journal for Higher Education is an Open Access publication. Its content is free for full and immediate access, reading, search, download, distribution and reuse in any medium or format only for non-commercial purposes and in compliance with any applicable copyright legislation, without prior permission from the Publisher or the author(s). In any case, proper acknowledgement of the original publication source must be made and any changes to the original work must be indicated clearly and in a manner that does not suggest the author’s and or Publisher’s endorsement whatsoever. Any other use of its content in any medium or format, now known or developed in the future, requires prior written permission of the copyright holder.