Higher Education Law

According to the “work made for hire doctrine” of the Copyright Act, the creators of artistic and literary works are not legally granted ownership of works created in the course of employment; ownership rests with the employer. However, through de facto custom and court dicta, academics may enjoy a “teacher exception” that grants them copyright ownership of publications and course materials. Though there are several benefits behind this practice, the question of intellectual property ownership has blurred as institutions are investing in distance education and commissioning faculty members to create online courses.

study aims to examine university governance in three different statutes and propose recommendations for improvement. This is a qualitative study that applies legal research methodology with historical and comparative approach through library-based researchtechnique. The finding shows that although the aim of the amendments on Act 30 in 1996 was intended to enhance the efficiency of the university governance through corporatisation of the university, the reforms implemented not only failed to restore university autonomy, instead has increased the government control over the university. This study will enable communities, students, academicians, administrators and policymakers to understand the legal framework which regulates the public university governance from 1961 to 1996 and its impact on society and country. The study contends that if the government is serious about restoring autonomy to the university, Act 30 need to be revised, using Act No. 44/1961 as well as the legal framework of foreign universities as a benchmark.

The ever-evolving nature of case law means that even as scholars have been examining the issue of gender pay disparity in academia since at least 1977, there is always more to be written. Employees alleging gender-based pay discrimination may pursue two causes of action for filing claims under federal law: under the Equal Pay Act of 1963 (EPA) and under Title VII of the Civil Rights Act of 1964 (Title VII). This paper discusses these two causes of action, their treatment in the courts in cases with college faculty plaintiffs, and what issues these cases raise for faculty and universities. Finally, the paper examines how the case law might be used to shape policies that better protect both faculty and universities.

Confeccionado con criterios de la pedagogía constructivista, el curso persigue la construcción de lineamientos viables de estrategias interdisciplinarias de solución de los prinicpales problemas jurídicos que, en un momento específico, aquejan a una entidad local dada.  Por la ubicación de la Universidad de Quintana Roo, esta entidad es el Estado de Quintana Roo, conformada por 3 regiones físico-geográficas básicas, caracterizadas por diferentes niveles de desarrollo integral.  El curso se imparte de manera presencial, pero se encuentra muy avanzado el proceso de hacerlo en línea.  Lenguaje principalmente usado:  Español
The course, which has been constructed with a constructivist scope, seeks the construction of feasible interdisciplinary strategies to solve  the fundamental problems of a given local entity, in a certain moment of its history.  In this case, the chosen entity is the state of the mexican state of Quintana Roo,  with its unequal leves of regional development:  developed north;  developing south;  and, the underdeveloped central regional.  Presently, the course is taught in UQROO’s campus facilities, but will soon be online driven. Main language required:  Spanish.

As evidenced by countless reform recommendations, current educational policies, and the amount of education research dedicated to student achievement, it is clear the U.S. educational system is meant to provide equal access to academic achievement opportunities for all students. Teachers are one of the pivotal components of this system, but there is substantial variation in their effectiveness. While it is essential that classrooms be led by well-educated, competent, and high-quality teachers,176 low-achieving students are often taught by teachers who are less qualified and less effective than are high-achieving students. Poor and minority students are also disproportionately assigned less qualified and less effective teachers. This inequitable distribution of effective teachers further compounds the disadvantage that high-poverty and high-minority students are faced with in school. Children most in need of strong teachers are being denied what arguably might be their most invaluable resource—teachers, which is reinforcing the inequalities.

Student discipline is one of the biggest challenges faced by college and university administrators today. One of the primary goals of student discipline is student development. Promoting student development within the current student conduct framework is difficult. One of the campus administrators who can help to promote student development within the student conduct process is the student conduct advisor.

The present study aims to circumscribe the role played by the Higher School of Governance (Şcoala Superioară de Ştiinţe de Stat) in the Romanian society, as well as its importance for the development of administrative and political sciences. To this end, as a necessary step towards an explanation to the School's place in the Romanian education and to the status of both the students and the alumni, I shall analyze the key moments of the institution's history. The continuous survival of the institution for almost 77 years reveals, as we shall see, its remarkable ability to adapt to different social, political, economic and cultural contexts. One must also consider the teachers and the school's leadership, the two layers conferring prestige and stability to the establishment. Due to the fact that many of the school's teachers were well/known at that time and were often the best in their field of study, and because graduating was a difficult thing to achieve, for specific historical periods one may consider that the diplomas issued by this institution had significant value.

Praca zawiera projekt zajęć z cyklu Lingwistyczne (re)definicje języka prawnego, w którym, w r. a. 2021/2022, uczestniczyli studenci Wydziału Filologii Polskiej i Klasycznej UAM. Projekt przewiduje możliwość przeprowadzenia zajęć zarówno dla studentów kierunków językoznawczych, jak i prawniczych.

This study examines the legislative framework of the Ethiopian higher education sector in light of the corresponding roles and expectations it assigns to and the distinctions it draws between public and private institutions of higher learning. The findings reveal that public and private institutions are equally expected to deliver similar responsibilities that largely pertain to the three major missions of teaching, research and community services. However, despite ascribing similar missions and roles, government legislations provide greater leverage and privileges to the public and inadvertently marginalize the private sector. The manners in which public and private institutions exercise their broadly designated roles show significant divergences that can impinge on the proliferation of the private higher education sector that is expected to assist government policy goals of increasing access to higher education in Ethiopia. It is argued that unless mechanisms are sought to redress the existing dichotomy, the national goals of promoting economic and human resource development through the participation of private higher education institutions will continue to face challenges.

Diskussionsstudie avseende proposition 2001/2002:15
Högskolan i Gävle
Akademin för Utbildning och Ekonomi
Avdelningen för Kultur-, Religions- och Utbildningsvetenskap

Pedagogik: Avancerad nivå
Högskolepedagogik - Läraren, högskolan och uppdraget (PP402D)
HT 2011
Författare: Carl L. Thunberg
Kursansvarig/handledare: Elisabet Hedlund
Examinator: Daniel Pettersson

Perilla Granados, J.S.A. (2016b). Alineación iusteórica de los enfoques educativos para las facultades de derecho. En J.S.A. Perilla Granados (Comp.). Debates educativos contemporáneos en contexto (pp. 15-41). Bogotá: Universidad Sergio Arboleda.

Se presenta una estrategia poderosa para potencial los insumos bibliiográficas, en propuestas de  investigacion a cargo de estudiantes y tesantes de ciencias sociales, de  universidades publicas mexicanas.  Consiste en incorporar estas bibliografías, con sus respectivos vínculos a los documentos a texto completo, en las bibliotecas virtuales de estas institicuones de educacion superior.  La información para la propuesta, fue recopilada en la Secretaría de Investigación, de la DCSEA, y transmitida a la Biblioteca Santiago Pacheco Cruz;  ambas, de la Universidad de Quintana Roo.

In this course, education professionals examine legal and ethical issues within the context of an
educational setting. Supporting development of their legal reasoning skills, education professionals
discuss the laws and statutes that inform policy and governance of educational organizations. They
also engage in assignments that emphasize the ways ethics affect decision making, professional
conduct, and educational policies when analyzing critical issues in educational leadership.

El documento gira sobre la propuesta de Plan de Trabajo que presentó, a la Junta Directiva de la Universidad de Quintana Roo (Mexico), en Julio del 2015, el aspirante a Rector  Dr. Xavier Gamboa Villafranca.  Esta entrega se realizó para registrarse como aspirante;  a su vez, este paso es integrante del proceso de nombramiento del rector para el cuatrienio que va, del 16 de agosto del 2015 al 15 de agosto del 2019.  El documento tiene un extenso adendum, conteniendo cartas (de motivos de de declaración de no haber sido sancionado por actos contra la legislacion univesitaria), biografía pública internacional, curriculum vitae resumido e in extenso, convocatoria para participar en la designación de este fncinario.

В представленной статье автор высказывают свою точку зрения на необходимость реформирования федеральных государственных стандартов высшего юридического образования (по направлению подготовки «магистратура»). Автор критически рассматривает действующие государственные стандарты, указывая на фактическую сторону их реализации в образовательной среде, опираясь на собственный многолетний педагогический опыт.

Se presenta el plan de trabajo y documentos relacionaldos, propuesto en Julio del 2015 por el Dr. Xavier Gamboa Villafranca a la Junta Directiva de la Universidad de Quintana Roo (Mexico), como parte del proceso d designación del rector para el periodo agosto 2015 - 2019 de la misma.

The Garrett Lee Smith Memorial Act (GLS) was first enacted in 2004 for the purposes of early screening, intervention, and prevention of suicide in students ten to twenty-four years of age, and to hire more college counselors. More than sixteen years later, GLS suicide prevention programs have not been found to be effective in reducing suicide rates, while their harms have not been considered. This Article reviews the state of the evidence on school suicide prevention and explores the suicide surveillance of the GLS and its peer-to-peer monitoring and reporting of marginalized students “at risk”—students with disabilities; racial/ethnic, sexual, and religious minorities; victims of bullying; students with homelessness or foster care records; and other suicide risk factors. It explores the GLS public health approach to address the burdens of suicidal students, isolate suicide risks, and avoid suicide contagion. It also describes possible harms of the GLS suicide surveillance approach: stigmatization; violated privacy; estrangement from peers, parents, therapists, and other social supports; police involvement and warrantless searches; potential exacerbation of suicidality; and restricted civil rights in non-school settings such as employment and involuntary commitment proceedings. It then compares the threats imposed by school surveillance for violence and suicide and suggests that paternalistic justifications might account for the relative lack of concerns raised so far regarding the latter. The Article then briefly considers the functions of participating in suicide surveillance for teachers and staff. It concludes with recommendations to stop surveilling these students and start including them in school and on campus in meaningful ways.

2020 рік-це рік, який змусив нас вчитися. Вчитися жити в нових умовах: адаптуватися, шукати нові альтернативи та від чогось відмовлятися.  Вимушений перехід у дистанційний формат навчання, незважаючи на той факт, що такий формат вже давно є невід'ємною частиною навчального ландшафту, висвітлив багато питань, які потребують свого вирішення. Автором аналізуються актуальні проблеми та чинники, що їх обумовили, та пропонуються шляхи вирішення.

Rapid development of information technologies has led to the global computerization of society. The result of this phenomenon in the education field is a stable environment formation of developed data processing, information systems modular construction (combination of different architectural types within a single complex). As a result, knowledge building process for skills formation of professional competence is gradually changing the form of its realization.

The well-known learning goals of higher school revealed in such elements as knowledge, understanding and forms of their acquisition are changing.

It is no coincidence that the problem for most Ukrainian universities is the fact that education is still more focused on knowledge and skills, rather than on personality development, consciousness formation and self-awareness of a specialist. Unfortunately, such changes do not always have a positive educational trajectory.

It should be recognized that educational institutions are no longer the major educational source.

Those basic learning goals, the achievement of which is the task of higher school, do not receive appropriate positive reflection in society. High level of knowledge with no skills of its application is the main factor of professional deformation of a graduating student of higher educational institution. This problem is clearly visible in the higher legal education sphere.

The problem to be solved is the mismatch between the content of legal education and training quality in legal schools with the modern requirements of the labour market and the challenges facing the modern democratic society, global trends in development and tasks of employees’ professional activities in various fields, this is due to the insufficient level of theoretical knowledge and practical skills among a significant part of graduating students of law schools in Ukraine, as well as a lack of attention to the formation of a holistic world view among applicants for legal education with an understanding of the social mission, values and importance of legal profession to approve the rule of law in the modern democratic society.

This article seeks to examine the roles played by authority within the classroom in the legal education context and its potential impact on the models of pedagogical practice. Among the pertinent factors fuelling the changing demographics of the law student body is the perceived attraction of practising law in the United Kingdom which increases the popularity of graduate conversion routes into the profession both by qualified legal practitioners from other jurisdictions and by mature students with experience in other areas. This raises a number of potential difficulties for junior law teachers in so far as this changing student body demographic is capable of challenging the teacher’s real or perceived authority in the classroom which was hitherto considered a crucial tool to the educator. This article discusses the effects of the closing gap of knowledge and experience between the teacher and the student body and how the adoption of different models of pedagogy may alleviate certain difficulties that arise, perhaps to the extent of transforming this weakness into strength. In the end, however, whether to use different pedagogical models to compensate for a lack of relative authority in the classroom may hinge upon whether legal training should primarily be academically oriented or more akin to training for the practice of a trade, raising questions regarding the appropriate form and function of legal education.

Higher education institutions are known to have been lax in their compliance with the Drug-Free Schools and Communities Act Amendments of 1989 (DFSCA), and until recently, the U.S. Department of Education did not seem to notice. Now, the Department regularly investigates colleges and issues hefty fines for violations. No case provides better insights into the pitfalls of DFSCA compliance than the Department's review of Penn State University published in 2016. In this article, we analyze the Penn State and other recent program reviews against the DFSCA's original statute, regulations, Department handbooks, and guidance letters. We find that over time, DFSCA compliance has grown increasingly complex, and the stakes for institutions are higher than ever. To higher education attorneys and administrators, we offer advice on how to improve compliance with the Drug-Free Schools and Communities Act.

Ouro Preto. A mediação como técnica de resolução de conflitos expandiu-se significativamente no fim dos anos setenta, inserida no contexto formal e informal da administração da justiça para gerar, de forma distinta do contexto estatal, os liames sociais. O discurso hegemônico em torno da mediação tende normalmente a justificar sua multiplicação em resposta à ineficácia e ineficiência do sistema formal de acesso à justiça estatal. Uma outra modificação provocada pela mediação consiste na participação cidadã. Tal participação está ancorada num conceito altamente pragmático de 'justiça' na qual os cidadãos são atores ativos. As idéias defendidas no texto a partir da pesquisa e extensão realizadas foram capazes de indicar que a aprendizagem conferida pela técnica da mediação e o contato com a população é uma das formas mais importantes para melhorar a qualidade do ensino do direito, notadamente nos núcleos de prática quotidiana do direito.

Issues facing the LGBT (lesbian, gay, bisexual, and transgender) community can prove to be a legal nightmare for college and university administrators to address, particularly at religiously affiliated institutions like Jesuit colleges. Administrators have to walk a fine line between nondiscrimination statutes and the religious beliefs and teachings of the school’s affiliation. This paper explores the main legal issues pertaining to the LGBT community on campus, including students, employees (faculty and staff), and university policy. It offers a historical perspective on these issues, including a quick overview of Catholic Church doctrine and relevant United States case law, and summarizes implications for administrators at Jesuit colleges and universities. Finally, it makes recommendations to administrators ways in which Jesuit colleges and universities can address these issues, staying true to their mission while being mindful of all human experiences.

Almos in all countries, particularly the OECD countries have been strategically involved in strengthening research and innovation policies in order to deal with the requirements of the knowledge economy; therefore, they have strongly integrated higher education systems, particulary their research and innovation systems into macroeconomic policies to accelerate technological and innovative outputs.

Universities are meant to be open marketplaces of ideas. This requires a commitment to both freedom of expression and inclusivity, two values that may conflict. When public universities seek to promote inclusivity by prohibiting or punishing speech that is protected by the First Amendment, courts must intervene to vindicate students' rights. Currently, courts are split over the appropriate mode of analysis for reviewing public university regulation of student speech. This Note seeks to aid judicial review by clarifying the three existing approaches—public forum analysis, traditional categorical analysis, and a modified version of the Supreme Court's education-specific speech doctrine—and proposes a more precise version of education-specific analysis. This Note proposes that when student speech may not be reasonably attributed to the school, any attempt by the university to regulate the content of student speech must be narrowly tailored to target only exclusionary speech and to protect core moral and political speech.

Se presentan los resultados de siete meses de trabajo, dentro del Foro de Consulta Popular "Foro de Consulta “Por una Nueva Ley de Educación de Quintana Roo”, celebrado el 28 de mayo del 2004.  Atañen al ámbito interno del proceso educativo, como a los factores contingenciales de ésta.  Fueron incorporados, en parte, a la Ley de Educacion del Estado de Quintana Roo, que entró en vigor el 3 de aqbril del 2014