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2. Reviews of Literature on Accreditation and Quality Assurance
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Emmanuelle, Guernon
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This paper presents a comprehensive review of existing literature concerning the domains of accreditation and quality assurance in various sectors. Accreditation and quality assurance play vital roles in ensuring the credibility, transparency, and effectiveness of educational institutions, healthcare facilities, industries, and other domains. This paper synthesizes the findings of numerous studies, focusing on the conceptual frameworks, methodologies, and outcomes associated with accreditation and quality assurance processes. The review encompasses a wide range of perspectives, including historical context, best practices, challenges, and advancements in accreditation and quality assurance. Through a systematic analysis of these scholarly works, this paper aims to provide a deeper understanding of the evolving landscape of accreditation and quality assurance across diverse sectors and shed light on potential future research directions.
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- 2023
3. Impact of COVID-19 on Open Universities Worldwide: Case Studies from Asia, Africa and Europe
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Hou, Songyan
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Purpose: The outbreak of COVID-19 in 2020 has had a profound impact on education institutions at all levels. Open universities, with their privileged delivery method, have been in an advantageous position. In the earlier stages of the pandemic, they made remarkable contributions to assuring learning continuity. However, with more and more conventional universities migrating online, great changes have taken place in the field of higher education, and it is imperative for open universities to adjust their strategies in order to maintain their leading role in a technology-enabled education context. This paper aims to examine what challenges have been faced by open universities during the pandemic and how they will transform in the future. Design/methodology/approach: Six open universities in Asia, Africa and Europe were selected as cases in this research to make a comparative study based on the papers in the volume beyond distance education. Similarities and differences among the cases were analyzed in order to identify the developing trend for open universities in the international context. Findings: The results showed that (1) open universities in these regions demonstrated their resilience in the pandemic; examples were that new technologies have been leveraged to implement totally online delivery with short notice and huge amount of learning resources were offered to the society. (2) However, they encountered challenges of delivering fully online examination due to the lockdown and quarantine policies, and open universities in African and the sole private institution suffered financial pressure due to improving information and communication technology infrastructure and staff training. Another challenge was the fierce competition from conventional universities that open universities in Asia and Europe came across. (3) Four main areas were identified for future development in order to respond to the challenges: No.1 is that programs such as health care, psychology, epidemiology, virology, immunology, data analytics, biology and bio-informatics have stimulated interest for African open universities to develop in the future; No. 2 is that open universities were seeking to innovate their teaching formats; short courses, such as micro credentials, might be developed as agile and flexible offerings which are expected to be suitable to learners in the pandemic context; No 3 is that programs and courses for upskilling in the context of digitalization will be implemented; and No. 4 is that lifelong learning is given a higher priority in order for open universities to stand securely in the higher education sector. Originality/value: The study may give open university leaders a quick insight into their future development.
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- 2023
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4. Higher Education as a Field of Study: An Analysis of 495 Academic Programs, Research Centers, and Institutes across 48 Countries Worldwide
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Chan, Roy Y.
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The field of higher education studies has expanded dramatically in recent years. Notably, research centers/institutes and academic programs devoted to the field of higher education (tertiary education) has increased worldwide to now include peer-reviewed journals, books, reports and publications. Utilizing secondary data from 277 higher education programs, 217 research centers/institutes, and 280 journals and publications from "Higher Education: A Worldwide Inventory of Research Centers, Academic Programs, and Journals and Publications" (2014), this paper examines the policy actors and scholars engaged in higher education studies across 48 countries. The finding of this study suggests that people living the world's wealthiest countries occupies a position of significant privilege and power with regards to access to higher education research, analysis, and trained human capital. As higher education research centers, programs, and journals around the world expand their understanding of their place in a wider global network of similar entities, supporting one another and particularly under-resourced colleagues around the world deserves increasing attention. [For the complete Volume 17 proceedings, see ED596826.]
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- 2019
5. Bringing the Learning Home: Examining the Course-Level Impact of International Professional Experience
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Fitzgerald, Ange and Bradbury, Ondine J.
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Within an ever-increasing time of globalisation, globalised learning and international mobility, international professional experience can provide a range of opportunities for personal and academic growth. Perhaps unsurprisingly, pre-service teachers commonly attest to the positive impact of international placements. What is less well understood is the impact on the learning and teaching that occurs at the university curriculum level prior to and after an international placement. An emergent aspect of this research and the focus of this paper is the impact of these experiences in terms of what they offer the university teaching and learning context. To gain a further understanding of the extent of these impacts, a set of reflective narratives from 10 pre-service teachers and seven teacher educators were gathered and analysed using inductive, thematic analysis. The findings showed that for pre-service teachers and teacher educators that context both culturally and educationally were paramount. The reflections highlighted the impact on the development of a range of general capabilities for both sets of participants. Additionally, international placement experiences increased levels of reflection for both pre-service teachers and teacher educators, which led to further understanding and refining their teacherly identity.
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- 2023
6. Response of Educational Institutions to COVID-19 Pandemic: An Inter-Country Comparison
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Babbar, Mansi and Gupta, Tushita
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The ongoing global COVID-19 pandemic has revolutionized the education system and forced fundamental changes in the teaching-learning process. The present study aims to explore various modes of education used by educational institutions across the world and provide a holistic understanding of different measures taken by governments and universities to endure the crippling crisis. The radical shift to digital pedagogy followed by online assessments and examinations brought new experiences to both educators and learners. This paper elucidates the extraordinary challenges encountered by various stakeholders in making the required shift to digital learning and the substantial attempts made by educational institutions to minimize learning losses. The paper also presents various opportunities induced by the COVID-19 pandemic and highlights the need to develop appropriate mechanisms to deal with such an unforeseen crisis in future. To this effect, some recommendations have been made that may enable educational institutions to eliminate adversities and maintain academic integrity in tempestuous times.
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- 2022
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7. International Students in Norway: Satisfaction, Coping and Social Networks
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Wiers-Jenssen, Jannecke
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In this paper we consider the experiences of international students studying in Norway, analysing data from more than 5,000 survey respondents. Variations according to students' region of origin and whether they are full degree students or exchange students are the focus. Students report a high level of overall satisfaction, exchange students in particular, and the vast majority of students are content with the quality of teaching. Students from the African continent report being more content than others, despite struggling somewhat more with academic demands and having weaker social networks, something they have in common with Asian students. Multivariate analyses show that type of mobility (full degree cf. exchange), region of origin, coping with academic demands, satisfaction with teaching and interaction with Norwegians are predictors of overall satisfaction with studying in Norway. The patterns observed are assumed to be related to prior experiences and expectations.
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- 2023
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8. Knowledge Mapping of Skills Mismatch Phenomenon: A Scientometric Analysis
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Draissi, Zineb, Zhanyong, Qi, and Raguindin, Princess Zarla Jurado
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Purpose: This paper aims to understand the development track of skills mismatch research and discover the hidden internal connections between literature. Design/methodology/approach: The authors gathered data through scientometric quantitative analysis using CiteSpace. Specifically, this article applied basic analysis, journal cocitation analysis (JCA), author cocitation analysis (ACA) and document cocitation analysis (DCA), cluster analysis, citation burstness detection, scientific research cooperation analysis and coconcurrence analysis of keywords of 3,125 documents from Web of Science core collections for the period 2000-2020. Findings: Through the document cocitation analysis and the keywords' co-occurrence, this article identifies influential scholars, documents, research institutions, journals and research hotspots in research on the skills mismatch phenomenon. The results showed that the publications had ballooned, and the phenomenon has become an interdisciplinary research subject. The USA and Finland remain the main contributors, which is attributed to their high-yield institutions such as the University of Helsinki, the University of Witwatersrand, the University of Washington and so on. While the African continent lacks research on skills mismatch even with the continent's effort to overcome such a crucial issue. The paper presents an in-depth analysis of skills and educational mismatch issues to better understand the evolutionary trajectory of the collective knowledge over the past 20 years and highlight the areas of active pursuit. Research limitations/implications: The authors only used Web of Science core collection to collect data; however, they can added Scopus indexed database as well to extend the research trends and explore more new research hot topics to solve the skills mismatch phenomenon. Originality/value: The scientometric analysis is of great significance for identifying the potential relationship between the literature and investigating the knowledge evolution of skills mismatch research. Organisation for Economic Co-operation and Development, the International Labor Organization and the World Health Organization are the giants who are mostly concerned of the mismatch skills phenomenon. Researchers can refer to this study to understand the status quo, gaps and research trends to deal with the skills mismatch issue.
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- 2022
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9. Action Competencies for Sustainability and Its Implications to Environmental Education for Prospective Science Teachers: A Systematic Literature Review
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Husamah, H., Suwono, Hadi, Nur, Hadi, and Dharmawan, Agus
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Students' action competence must be taught and developed, particularly for prospective science teachers, to have a pedagogical perspective as environmental educators. As indicated by publications in respected journals, researchers' focus and alignment on the issue of action competence are highly expected. This systematic literature review aims to compare the findings of research articles published by Web of Science-indexed journals. The keyword used to find the articles on the Web of Science's database was "action competence," which discovered 193 publications. Furthermore, 25 articles met the criteria to be analyzed. Preferred reporting items for systematic reviews and meta-analysis was the inclusion and exclusion model used. In the last three years, research focused on action competence has increased. The research employed several methods, i.e., qualitative, quantitative, mixed-methods, and development research. Jelle Boevede Pauw and Wanda Sass were the authors who frequently published research that focused on action competence. The keyword action competence was directly associated with environmental education, sustainable development, education-based learning for sustainable development, and evaluation. The authors who published their research with this focus were from 16 countries, mainly from Europe, i.e., Sweden, Belgium, and Denmark. The continent diversity of authors who contributed articles indicated that the action competence issue had become a global concern. Furthermore, it was found that the number of non-collaborating publications (universities or countries) was higher than those collaborating, even though single authors rarely wrote the articles. The recent trend shows that publications are authored by scientists with various backgrounds such as fields, universities, and even countries. The authors of this paper developed and proposed eight ideas to be reflected by prospective science teachers or science teacher education providers in educating future science teachers concerned about action competence about sustainable development.
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- 2022
10. A Conceptual-Empirical Typology of Social Science Research Methods Pedagogy
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Nind, Melanie and Lewthwaite, Sarah
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The challenge of research methods teaching is gaining attention among policy-makers keen to build social science research capacity and, critically, among educationalists keen to enhance the pedagogy. This paper addresses pedagogy, presenting a new conceptual-empirical typology of pedagogy for social science research methods teaching. Taking a sociocultural perspective, pedagogy is seen as encompassing both actions and underlying values. A mix of qualitative methods was used to engage more than 100 methods teachers (plus students) from diverse UK and international contexts. An expert panel method and focus groups helped elucidate pedagogical knowledge. Video-stimulated reflective dialogue added detail to that knowledge. Thematic analysis was used to make sense of teaching practice with individuals and across the dataset. A typology of research methods teaching developed iteratively across this process, proposing the core categories of "approach," "strategy," "tactics" and "tasks." In-depth case studies helped to gain nuance and test the emergent typology "in situ." The paper argues that the typology contributes a dynamic tool for developing practice. It transforms the way we think about teaching and can be applied in any social science research method teaching context, benefitting the pedagogic community by enabling greater focus in planning and reflection.
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- 2020
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11. Exploring Affective Dimensions of Authentic Geographic Education Using a Qualitative Document Analysis of Students' YouthMappers Blogs
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Hite, Rebecca, Solís, Patricia, Wargo, Lindsay, and Larsen, Thomas Barclay
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Research suggests numerous cognitive benefits of authentic learning experiences. Beyond cognition, there are additional dimensions for learners who engage in authentic learning experiences. In education, the affective experiences of authentic learning and the role of students' social interactions remain largely unexplored. This paper examines students' affective and social experiences derived from blog posts published on the YouthMappers website. YouthMappers is an international network of university students who create open map data for humanitarian and development programming. In an analysis of two years (2016-2017) of 82 blogs from the YouthMappers network, students from the U.S. and abroad report motivating experiences fueled by social events and gatherings. The participants also find value in communicating with, encouraging, educating, and supporting their peers. Geographic region and gender also play a part in their accounts. This paper seeks to advance research in student affect and social interactions during authentic learning experiences. Positive affective and social experiences may be employed to create authentic learning experiences, building impactful social and emotional experiences for globally-diverse students.
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- 2018
12. EdMedia + Innovate Learning: World Conference on Educational Media and Technology (Vienna, Austria, July 10-14, 2023)
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Association for the Advancement of Computing in Education and Theo Bastiaens
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The Association for the Advancement of Computing in Education (AACE) is an international, non-profit educational organization. The Association's purpose is to advance the knowledge, theory, and quality of teaching and learning at all levels with information technology. The "EdMedia + Innovate Learning" conference took place in Vienna, Austria July 10-14, 2023. These proceedings include 202 papers, including 7 award papers.
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- 2023
13. Strategic Planning in Higher Education: A Simplified B-VAR Model
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Williams, Densil A.
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Purpose: Executives who are engaged in strategic planning for higher education generally complain about the process and the lack of clear outcomes from the strategic plan. They generally argue that the process is complex and sometimes confusing and the end result does not justify the time spent in preparing the plan. The extant literature on strategic planning in higher educational institutions (HEIs) is replete with these types of complaints. The work undertaken in this paper provides a solution to this problem. This paper proposes a simplified and efficient strategic planning model which executives can use to facilitate strategic planning in HEIs. This model takes into consideration, all the elements of previous models and synthesize them into a manageable, simplified framework that can be adapted to meet the planning needs of senior executives in any HEI. Design/methodology/approach: The paper uses the action research framework to ground the solution to the problem identified. The action research framework is a sound research method that assists in resolving some of the practical problems executives in HEIs encounter as they move towards strategic planning. The researcher and a client in the higher educational sector, the UWI, engaged in collaborative problem-solving to develop a strategic plan for the client. To derive the solution, the researcher drew on the experience of the strategic planning process at the University of the West Indies (UWI) and also a number of selected universities in North American, Europe, Asia and Africa. The researcher then synthesized the outcomes from the deliberations and consultations with the client, the UWI and drew on theoretical knowledge in strategic management to derive the simplified model for strategic planning in higher education. Findings: The research presented in this paper found that the existing strategic planning models used in higher education are generally complex, mostly designed specifically for an individual institution and lacks clarity regarding the implementation process. To overcome these problems for strategic planners in higher education, this paper proposes a simplified model that can be adapted by any HEI to assist with their strategic planning process. The Brainstorming- Visioning Action Results (B-VAR), the solution to the problem, presents the various elements of the strategic planning process that will need to be in place in order to develop a workable strategic plan and one that is implementable and will deliver tangible results for the HEI. Originality/value: Besides adding to our knowledge in strategic management and specifically, strategic management in higher education, the greatest value from this paper is the solution it presents to solve the long-standing problem of having complex and ineffective planning models to lead strategic plan development in HEIs. The added value is that the model is integrative as it draws on elements of previous planning models but simplified them for their adaptation to any HEI.
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- 2021
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14. The Underrepresentation of Women in STEM Disciplines in India: A Secondary Analysis
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Amirtham S., Nithiya and Kumar, Amardeep
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Science, technology, engineering and mathematics (STEM) education and research are globally recognised as engines of growth and development and indicators of citizens' well-being. Studies have continuously highlighted the unequal access and participation in STEM higher education based on class, caste, gender, disability and other markers of identity. This research paper investigates the underrepresentation of women in STEM at the Indian Institute of Technologies (IITs) in India. IITs are India's top elite institutions that open window of opportunities to students across the world. The study uses the data available from the All India Survey of Higher Education (AISHE), the Council of Indian Institute of Technology and the websites of the IITs. The findings indicate a significant gap between males and females in faculty positions at IITs. Furthermore, the study finds that the underrepresentation of women faculty differs across the STEM disciplines at IITs in India. It needs more gender-just affirmative action policies such as intersectional reservation for women in STEM academic careers, funding, legal protection against harassment, and representation of women in various committees and leadership positions.
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- 2023
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15. 'Community of Learning' for African PhD Students: Changing the Scene of Doctoral Education?
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van de Laar, Mindel, Rehm, Martin, and Achrekar, Shivani
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African PhD fellows who are interested in completing (part of) their research in Europe cannot always afford to leave their place of residency for prolonged periods of time. Yet, young researchers from African countries might be searching for particular guidance from experts in their field that might not be accessible in their home countries. Consequently, both PhD fellows and universities and postgraduate research institutes require more flexible educational formats that cater for these circumstances. With the growing availability and potential of online tools and methodologies, it is possible to choose from a range of options for PhD education. Communities of Learning (CoL) have emerged as an approach to support the exchange of knowledge and experience among participants on the Internet. Participants can collaborate in developing research skills, while at the same time creating a feeling of belonging, which helps individuals to establish personal ties and relations. The paper introduces the research and educational project: Community for Learning for Africa (CoLA). It was designed to help participating actors from Africa and Europe to get and to stay connected online, to collaborate in joint training activities and projects, as well as to openly exchange ideas and thoughts, all in relation to underlying PhD research trajectories via the Internet. The paper offers results from a needs assessment undertaken in spring 2015, among PhD fellows and supervisors in Africa on what they would need CoLA to include, as well as template of what CoLA could include.
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- 2017
16. A Worldwide Journey through Distance Education--From the Post Office to Virtual, Augmented and Mixed Realities, and Education during the COVID-19 Pandemic
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Pregowska, Agnieszka, Masztalerz, Karol, Garlinska, Magdalena, and Osial, Magdalena
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Surprisingly, distance education is quite an old concept. Its origins date back to the first correspondence-based course, which took place via the postal service in Boston, USA, in the 18th century. Rapid technological developments, especially in video and audio streaming, have increased the availability of such courses and moved learning into the virtual world. Due to the ongoing COVID-19 pandemic, we are witnessing an accelerated revolution in the learning process, as nearly all forms of education have been shifted online. Will this have a destructive effect on the human psyche? Is humanity sufficiently aware and ready for such a dramatic change? Will we return to physical in-classroom studies, or is remote distance education set to become the new norm? In particular, in medicine, computer science, fine arts, or architectural design, such a rapid change in the way students learn can be quite challenging. In this paper, we provide an overview of the history of distance learning, taking into account teachers' and students' points of view in both secondary and higher education.
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- 2021
17. Fractal Reproduction: A Social Network Analysis of Regional International Student Mobility
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Macrander, Ashley Michelle
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Utilizing social network analysis, UNESCO international student mobility (ISM) data, and World Bank income classifications, this paper examines patterns of social reproduction in ISM within four established regional education networks from 2008-2012. Findings indicate that the global trend of uneven flows from developing to developed nations is replicated fractally within the Southern African Development Community, the European Higher Education Area, the Union of South American Nations, and University Mobility in Asia and the Pacific. Developed and/or higher income countries play a preeminent role in the regional networks as senders and receivers; whereas, developing (lower income) countries function primarily as source nations. This suggests that elite cultural capital is being centralized through ISM not only globally, but regionally as well.
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- 2016
18. Comparison of Student Learning Outcomes Assessment Practices Used Globally
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Carter, Shani D.
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Student learning outcomes assessment examines whether programs cover the material stated in their learning goals, whether students are learning the material, and the impact on student retention, graduation, post-graduation outcomes, and institutional accreditation, with the aim of providing faculty with data that can be used to help programs evolve or improve. While there is a plethora of research regarding effective methods of assessment used in the United States, little has been written regarding cross-national comparisons of assessment methodologies. This paper examines the current state of assessment in several nations and regions, and draws parallels in practices across countries. A literature search using the term "outcomes assessment" yielded 228 articles, of which, only 35 described practices outside the United States. Generally, searches on the terms "outcomes assessment" and "global" tend to return studies of outcomes assessment of teaching about global issues as it is practiced in the United States, rather than results about outcomes assessment practices used in other countries.
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- 2019
19. Higher Education Decolonisation: #Whose Voices and Their Geographical Locations?
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Adefila, Arinola, Teixeira, Rafael Vieira, Morini, Luca, Garcia, Maria Lúcia Teixeira, Delboni, Tania Mara Zanotti Guerra Frizzera, Spolander, Gary, and Khalil-Babatunde, Mouzayian
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Calls continue for the decolonisation of higher education (HE). Based on internationalisation debates, a research team from Africa, Europe and Latin America reviewed published decolonisation voices. Using bibliometric analysis and a conceptual review of abstracts, the authors examined the drivers framing decolonisation in HE and identified the voices in those debates which involved the historically oppressed and those wishing to elicit change in these debates. The paper recognises the importance for decolonisation in education as the tensions explored by the authors often intersect through HE into other domains of the political, social, economic and culturally important areas for replication and change in society.
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- 2022
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20. From Environmental Education to Education for Sustainable Development in Higher Education: A Systematic Review
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Acosta Castellanos, Pedro Mauricio and Queiruga-Dios, Araceli
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Purpose: In education concerning environmental issues, there are two predominant currents in the world, environmental education (EE) and education for sustainable development (ESD). ESD is the formal commitment and therefore promoted by the United Nations, to ensure that countries achieve sustainable development. In contrast, EE was the first educational trend with an environmental protection approach. The purpose of this systematic review that seeks to show whether the migration from EE to ESD is being effective and welcomed by researchers and especially by universities is presented. With the above, a global panorama can be provided, where the regions that choose each model can be identified. In the same sense, it was sought to determine which of the two currents is more accepted within engineering education. Design/methodology/approach: The review followed the preferred reporting items for systematic reviews and meta-analyzes parameters for systematic reviews. In total, 198 papers indexed in Scopus, Science Direct, ERIC and Scielo were analyzed. With the results, the advancement of ESD and the state of the EE by regions in the world were identified. Findings: It was possible to categorize the geographical regions that host either of the two EE or ESD currents. It is important to note that ESD has gained more strength from the decade of ESD proposed by the United Nations Educational, Scientific and Cultural Organization. For its part, EE has greater historical roots in some regions of the planet. In turn, there is evidence of a limited number of publications on the design and revision of study plans in engineering. Originality/value: Through this systematic literature review, the regions of the world that are clinging to EE and those that have taken the path of ESD could be distinguished. Moreover, specific cases in engineering where ESD has been involved were noted.
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- 2022
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21. Harmonization of Higher Education in Africa and Europe: Policy Convergence at Supranational Level
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Woldegiyorgis, Ayenachew Aseffa
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While the Bologna Process in Europe is the leading example, regional efforts towards harmonization of higher education are taking place in every corner of the world. In Africa, such a process has its roots from decades ago, although more coordinated activities are only recent phenomena. This paper looks back at the harmonization processes in Africa and Europe, and argues that although the process in Africa has been influenced by its European counterpart, the former has its own unique features, among other things, in its thematic and sub-regional initiatives. The paper notes similarities and differences between the two processes, appreciates the strengths and shortcomings of the African process, and highlights the importance for the African Union to more effectively utilize its leverage as a coordinating body, with a wider and more meaningful involvement of higher education institutions and other stakeholders. It also calls for more exploration into the potential strengths and risks in harmonization initiatives strongly rooted at sub-regional level.
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- 2018
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22. The Kuznets Curve of Education: A Global Perspective on Education Inequalities. CEE DP 116
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London School of Economics & Political Science, Centre for the Economics of Education, Morrison, Christian, and Murtin, Fabrice
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Education is recognized to be a key factor of economic development, not only giving access to technological progress as emphasized by the Schumpeterian growth theory, but also entailing numerous social externalities such as the demographic transition (Murtin, 2009) or democratization (Murtin and Wacziarg, 2010). If the evolution of world distributions of income and longevity over the last two centuries have been described by Bourguignon and Morrisson (2002), changes in the world distribution of education have remained unexplored until now, despite their major importance. How has global education inequality evolved over the twentieth century? How should it be measured? Up to now, existing studies on education inequality have had limited spatial and time coverage. For example, Castello and Domenech (2002) and Thomas et al. (2001) provide a descriptive analysis of years of schooling inequality for a broad panel of countries, but their study starts only in 1960. Also, they remain at the country level and do not consider the world distribution of years of schooling, which takes into account educational differences both within and between countries. In contrast, this paper depicts the world distribution of education over 140 years, improving and extending the database recently released by Morrisson and Murtin (2009), which focuses on average years of schooling. The authors provide both average years of schooling and the distribution of education as summarised up by four quantiles in each country. Importantly, this new database is cross-validated by historical data on illiteracy rates. Then, they describe average stocks of primary, secondary and tertiary schooling by region since 1870, and estimate world inequality in years of schooling, which has been dramatically reduced since 1870. Focusing on the measurement of education inequality, this paper raises an important methodological issue. The authors show that a substantial share of inequality in years of schooling can be mechanically explained by a single component of the distribution of education, namely the population that has not attended school, subsequently called the illiterate population. Actually, they find that the observed decrease in inequality in years of schooling over the XXth century is almost entirely explained by the decline in illiteracy. They believe that this result, derived both theoretically and empirically, could help to reconsider an empirical fact discussed in the literature on education inequality (see Berthelemy (2006)), namely the cross-country negative correlation between the average of and the inequality in years of schooling. This correlation mainly reflects the negative and mechanical correlation between average schooling and the illiteracy rate. In line with a recent macroeconomic literature (see for instance Hall and Jones (1999)), the authors then turn to human capital as defined by Mincer (1974), in order to confer a monetary dimension to education. They propose estimates of the world inequality in human capital, examining several definitions for human capital. They focus on one functional form in particular, which accounts for the existence of diminishing returns to schooling. It is the only one that can account for the cross-country negative correlation between Mincer returns to schooling and average years of schooling, as described by Psacharopoulos and Patrinos (2004). At the national level, they find that that human capital inequality within countries has increased then stabilized or even decreased in most regions of the world. When plotted against average years of schooling, human capital inequality within countries has clearly followed an inverted U-shape curve, namely a "Kuznets curve of education". At the global level, they also find that human capital inequality has increased from 1870 to approximatively 1970, then has decreased. They interpret these findings as a consequence of mass education and the existence of diminishing returns to schooling. (Contains 6 tables, 6 figures and 14 footnotes.)
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- 2010
23. The Meaning, Idea and History of University/Higher Education in Africa: A Brief Literature Review
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Alemu, Sintayehu Kassaye
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The purpose of this paper is to trigger scholarly debates over the meaning, idea, and history of the university or HEIs. It is also to manifest the prevalence of multiple forms of HEIs and to question why the narrative of one form of HEIs/university meaning, idea and history predominate the discourse. In spite of historical evidences that confirm the existence of higher learning institutions elsewhere, some scholars argue that it was only in Western Europe that higher learning originally and "indisputably" emerged and survived since the medieval period. History, however, attests that there were other forms of universities or higher learning institutions, for instance, in Asia, Africa, and the Arab world. This unfair conclusion is the product of the "coloniality of power" and requires deconstruction. This is not well addressed in the literature. This discussion is qualitatively developed on the basis of related literature review.
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- 2018
24. International Students of Higher Education in the United States: A GIS Study of Their Origination and Location
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Yao, Yuan and Tong, Yonghong
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This study investigated the places of origin of international students and their distribution in the United States higher education. The data concerning the population of international students were obtained from the official website of International Institution of Education (IIE), and transferred into three maps using geographic information systems (GIS) software so that a more direct view of the data was available. The results of the study showed that (1) A larger proportion of international students come from Asian countries; (2) California, New York, and Texas are the top three states hosting international students; (3) most of the universities enrolling international students are located in the eastern part of the country; and (4) the states with already large international student populations experienced a faster growth in the population of international students over the past five years. Some implications for policy planning are discussed at the end of this paper.
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- 2018
25. Dilemmas, Emotion and Innovation in Tertiary Education
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Ramsey, P. L. and Khan, S.
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Tertiary educators may seek innovative ways to meet the needs of their learners. However, due to the conservative environment of most universities, innovative tertiary teachers often find themselves facing dilemmas: situations in which they must decide between apparently contradictory objectives. This paper reports findings from thematic analysis conducted as part of a study investigating the dilemmas faced by innovative tertiary educators. Semi-structured interviews were conducted with 30 successful innovative tertiary teachers. Initial analysis had identified eleven dilemmas directly related to the process of innovation. Thematic analysis of interview data revealed four themes: empathy for students; the need for persistence and resilience; love and hate responses from students; and, passion and enthusiasm aid in selling and diffusing innovation. These themes suggest that innovative teachers face a dilemma between emotional engagement and emotional neutrality. The dilemma shapes decisions made throughout their innovation process.
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- 2021
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26. Applying the Theory of Planned Behaviour in Assessments of Teachers' Intentions towards Practicing Inclusive Education: A Scoping Review
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Opoku, Maxwell Peprah, Cuskelly, Monica, Pedersen, Scott J., and Rayner, Christopher S.
- Abstract
The theory of planned behaviour (TPB) captures important individual beliefs (attitudes, subjective norms and perceived behaviour control), which influence people's intentions towards performing a given behaviour. Due to the successful application of TPB to a number of areas of human activity, it has been adopted as a framework in a number of studies assessing teachers' intentions towards implementing inclusive education. However, little work has been done to synthesise these studies. In this study, we reviewed published studies on inclusive education (2007 to 2019), which used the TPB as a framework to understand reporting trends and identify research gaps. We followed the guidelines for the preferred reporting items for systematic reviews and meta-analyses (PRISMA). Five keywords were used to search for studies in nine databases, which resulted in the identification of 604 papers, of which 22 satisfied the pre-set inclusion and quality assessment criteria. Although the findings from some studies confirm the ability of TPB to predict teachers' intentions, the link between the predictors and actual behaviour was unclear. Moreover, there was divergence between the findings of the qualitative and quantitative studies. Limitations, recommendations for future studies and implications for inclusive practice are discussed.
- Published
- 2021
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27. Ethics Education in Public Affairs Programs: What Do Faculty around the Globe Have to Say?
- Author
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El Baradei, Laila
- Abstract
Despite the near global consensus on the importance of ethics education in public affairs programs, a lot of challenges are faced in implementation. The aim of the current research paper is to identify the perception of faculty in public affairs programs about why, what and how they teach ethics in their programs, the hurdles they meet, and their suggestions for improvement. An online survey targeting a purposive sample of faculty in different continents is implemented, and successfully manages to receive responses from 73 faculties in 23 different countries, divided amongst Africa, North America, Asia and Europe. Amongst the findings of the research are that the most important goals of ethics education are perceived to be creating awareness about ethical issues and helping students develop their moral reasoning and analytical abilities. Some faculty prefer to have a stand-alone course dedicated to ethics education, others integrate it in different courses, and the majority prefer the option of having both modalities. Case studies and discussions are much preferred methods of teaching ethics compared to lectures and field visits. Some of the challenges related to offering a separate course on ethics include: that there are already too many course requirements and a lack of availability of qualified instructors. Some context-specific challenges to teaching ethics include perceived sensitivity of the topic, occasional lack of students' interest and a perceived divide between theory and reality. To improve on teaching ethics, amongst the main recommendations are: linking theory to practice, using more case studies and utilizing teaching methods geared more to open discussions and debates.
- Published
- 2021
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28. International Challenges to American Colleges and Universities: Looking Ahead. American Council on Education Series on Higher Education.
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American Council on Education, Washington, DC., Hanson, Katharine H., Meyerson, Joel W., Hanson, Katharine H., Meyerson, Joel W., and American Council on Education, Washington, DC.
- Abstract
This book contains 10 papers on critical issues facing colleges and universities seeking to "internationalize" the curriculum and design good programs and services for foreign students in the United States and for American students abroad. An overview by Richard D. Lyman introduces the following papers: (1) "Foreign Student Flows and the Internationalization of Higher Education" (Richard D. Lambert); (2) "Trends in Higher Education and Its Finance in Western Europe" (Gareth Williams) (3) "Globalization of Knowledge" (Steven Muller); (4) "Technological Change and the University: Impacts and Opportunities from Global Change" (Lewis Branscomb); (5) "Technology and the Role of the Universities in a Global Information Economy" (Gerhard Friedrich); (6) "Planning for Internationalization: Experience at the University of Pennsylvania" (Michael Aiken); (7) "'Internationalizing' the Liberal Arts College" (Stephen R. Lewis, Jr.); (8) "Responding to International Challenges at MIT" (Charles Vest); (9) "Next Steps to Meeting the Challenge" (Colin Campbell); and (10) "International Opportunities and Challenges for American Higher Education in Africa, Asia, and Latin America" (Fred M. Hayward). Includes an index. Most papers contain references. (JB)
- Published
- 1995
29. The Role of the University: A Global Perspective.
- Author
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United Nations Univ., Tokyo (Japan)., United Nations Educational, Scientific, and Cultural Organization, Paris (France)., Husen, Torsten, Husen, Torsten, United Nations Univ., Tokyo (Japan)., and United Nations Educational, Scientific, and Cultural Organization, Paris (France).
- Abstract
This collection of 12 essays is drawn from a May 1990 panel meeting in Paris, France in conjunction with a joint United Nations University/United Nations Educational, Scientific, and Cultural Organization project on "The Changing Role of the Universities." Papers are grouped into those on: the general role of the university, regional conceptions of the university, the economics of higher education, and strategies of learning. Essays include: (1) "The Idea of the University: Changing Roles, Current Crisis and Future Challenges" (Torsten Husen); (2) "Evolution of Universities" (Yash Pal); (3) "Universities in the Post-Industrial Society" (Edward W. Ploman); (4) "The Role of the University in Asia in the 21st Century" (Ungku A. Aziz); (5) "Higher Education in Africa" (T. L. Maliyamkono); (6)"Education for All in Latin America in the 21st Century and the Challenges of External Indebtedness" (Fernando Reimers); (7) "The State Socialist Model of Higher Education: An Assessment" (Pal Tamas); (8) "Higher Education in Western Europe" (Wolfgang Mitter); (9) "Economics of Higher Education" (Mark Blaug); (10) "Global Learning" (Edward W. Ploman); (11) "Distance Education" (Jean-Marc Pottiez); and (12) "Using the Media" (Naomi E. Sargant). A discussion by Edward W. Ploman on provides concluding observations about the Paris meeting. (Some papers contain references.) (MSE)
- Published
- 1994
30. A Review of Research Exploring Teacher Preparation for the Digital Age
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Starkey, Louise
- Abstract
Digital technologies and the Internet are increasing in prominence in schooling systems. As schools and teaching evolve as a result of the integration of technologies teacher preparation will also change. This paper examines research exploring the preparation of teachers for the digital age through a systematic literature review of articles published between 2008 and 2018. The findings provide insight into what has and has not been studied across a range of literature and the alignment with the broader context of digital integration in schools. A focus on digital competencies was identified which was framed in three ways across the literature; generic digital competence, digital teaching competence and an emerging concept of professional digital competence. How student teachers learn to engage in the professional work of a teacher in a digitally infused education system should underpin future research. A model of professional digital competence is proposed.
- Published
- 2020
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31. How a Ship Must Turn: A Systems Analysis of One University's Distance Learning Plan in Response to a Global Pandemic
- Abstract
Webster University is classified as a large masters granting private not-for-profit university. The institution has a home or a central hub campus in the Midwestern United States and enrolls approximately 9,700 students. The university exists on four continents with actual campus locations as well as affiliated partner campuses. Students attend classes online or at one of the 60 military or metropolitan campuses across the United States. Students also pursue Webster's programs from more than eight international campuses in Europe, Asia, or Africa as well as affiliate campuses. In this conceptual paper, the author examines the pathways through which Webster University deals with the continuing challenges posed by COVID-19 during March to September 2020. With a unique mix of distributed regional U.S. locations and international campuses, Webster University offers a distinctive case study of distance education and distributed communication in the global education context. Distinctively, Webster University has deepened distance learning to protect the core programs and student service offerings of the institution. Distributed communication has been rapidly standardized and organized to meet institutional responsiveness to global stakeholders. And the net effect of these two approaches has been an ongoing transformation of instructional delivery, operations management, and communication across the institution. By applying a systems approach to the operations and communications engagements prior to and during COVID-19, the case study reveals rapid and ongoing change. The focus of the analysis are personal journal notes, excerpts from select institutional communications, analyses of rapid responses surveys and other content analysis. Prominent themes in this study include tensions around institutional learning and knowledge management that has been applied to stabilize educational service offerings. Deepening distance learning modalities to meet student learning needs also figure prominently. Attempts to foster institutional resilience through operational shifts toward remote work is also a prominent theme. The rapid engagement of focused communication across a distributed network in order manage institutional shifts also figure prominently. Finally, a reliance on an elastic team-based deliberative process for decisionmaking and institution listening also emerge as important to institutional viability.
- Published
- 2020
32. Supporting University Learning through Mobile Technologies: A Global Perspective
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Mugo, David Gitumu, Njagi, Kageni, Chemwei, Bernard, and Gakuru, Paul Maina
- Abstract
The workplace in the modern world continues to demand higher qualifications and refined competencies. In the recent past, workers would respond to such demands through learning by correspondence. When the Internet and e-Learning emerged, it received widespread accolade as a solution to the challenges experienced by distant learners. The technology was also seen as an opportunity for educational institutions to leverage their technological uptake to benefit regular students. However, desktop computers and Internet connectivity, which were the drivers of e-learning technologies, were expensive, bulky and scarce. So when mobile technologies emerged, educationist saw an opportunity for addressing the limitations associated with correspondence, "e" and tethered learning. Mobile devices being cheap, portable and reliable received widespread acceptance and possession. So, educators, hardware designers and program developers started to design hardware and applications that would infuse learning content into the devices. The purpose of this review is to demonstrate the potential of mobile technologies in the education market place, highlighting global initiatives and trends. The paper will also review how universities around the world, Africa and in Kenya have oriented themselves for learning with mobile technologies. The study was a documentary analysis of virtual documents stored electronically for access through the Internet, text books, archival repositories and encyclopedias. The study observed a significant high global mobile ownership and usage rates, but was able to demonstrate that despite its pedagogical advantages, the use of the technology for learning purposes at university level is still at the infantry.
- Published
- 2015
33. Integration Policies in Europe--A Web-Based Search for Consensus
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Öttl, Ulrich Franz Josef, Pichler, Bernhard, Schultze-Naumburg, Jonas, and Wadispointner, Sabine
- Abstract
Purpose: The purpose of the present paper is to describe a web-based consensus-finding procedure, resulting in an agreement among the group of participants representing global stakeholders regarding the interdisciplinary topic in a university master's seminar on "Global Studies". The result of the collectively elaborated solution pertains to the forward-looking and jointly agreed topic of migration policies. Design/methodology/approach: The core part of the web-based negotiation game "Surfing Global Change" utilised here is a controversial group discussion. A subsequent step creates an agreement among discussants. The group of participants, in this case co-authors of this paper, developed a final agreement on possible future political adaptations and guidelines to improve current standards in the global management of refugee and migration issues. Findings: The findings offer several political possibilities for European and African states including structural recommendations as well as cooperative development policies. Social implications: The result is a catalogue of tentative recommendations to improve international policies relating to current migration problems, here focused on migration between Africa and Europe. Originality/value: Considering the creativity of the entire procedural structure combined with an ordered scientific methodology, the outcome could promise an interdisciplinary result. Effects of group dynamics, cooperation, scientific research and diplomacy are integrated into consensus building.
- Published
- 2014
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34. A Model for the Regionalization of Higher Education: The Role and Contribution of Tuning
- Author
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Knight, Jane
- Abstract
A notable evolution in the internationalization of higher education in the last decade has been the increasing emphasis on regional level collaboration and reform initiatives. The purpose of this paper is to examine the process of regionalization through the lens of a conceptual model and to demonstrate how different Tuning initiatives serve as useful instruments in the application of the model, and the ultimate realization of higher education regionalization. The evolving nature and meaning of region and regionalization are explored in the first section of the paper. This leads to an analysis and conceptual mapping of the many terms used to describe the phenomenon. The proposed model is based on three distinct but complementary approaches; Functional, Organizational and Political Approaches (FOPA). The three approaches are inter-related. The model is generic in concept and purpose so that it can apply to the evolving process of higher education regionalization in different parts of the world. The article examines how the initiatives and implications of the Tuning process are directly related to the model and consequently make important contributions to the regionalization of higher education in all regions of the world.
- Published
- 2013
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35. African Higher Education and the Bologna Process
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Alemu, Sintayehu Kassaye
- Abstract
Since recently, the Bologna Process has been extending into Africa through the European 'external dimension' and the African lure as a model of higher education reform. The Bologna Process tools and methods are travelling beyond Europe in the form of an 'à-la carte' or as a wholesale model or both. Two contradicting views are in motion about the arrival of the Bologna Process in Africa: as a significant reform model opportunity and as a return to colonialism. However, due to internal and external factors, the extension and impact of the Bologna Process in African higher education is limited. The aim of this article is thus to analyze how the Bologna Process infiltrated and its level of impact on the African higher education reforms. The paper is developed through a qualitative analysis of primary and secondary sources.
- Published
- 2019
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36. Who Is Engaging with Whom? Internationalizing Opportunities for Business Schools in Emerging Economies
- Author
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Bevelander, Dianne Lynne
- Abstract
Purpose: The purpose of this paper is to discuss the globalization of Business Schools and present different strategies, issues and perspectives on how and why business schools are going global. The paper explores various models for globalization, contrasts and integrates them, and then presents an approach to globalization that is within the reach of these smaller and less endowed schools. Design/methodology/approach: This paper reviews relevant literature and an analysis of exchange programs amongst the world's leading business schools. Different aspects of the globalization of management education are discussed including internationalizing the curriculum, globalizing research agendas, and the impact of globalized competition. Findings: A framework has been developed that can be employed by business schools--especially in emerging economies--to internationalize themselves through their education and research programs. Recommendations are made for how business schools with limited resources can meet the challenge of offering the internationally-oriented education experience increasingly demanded by employers and students alike. Research limitations/implications: Limitations to this paper result from the use of "Financial Times" top 100 ranked business schools. Aside from weaknesses inherent the rankings methodology, the choice of these business schools excluded hundreds of high quality business schools around the world--many of which are internationally recognized for quality. Furthermore, the methodology of the scanning of web sites of schools for types of collaboration agreements across borders might not give the full picture of agreements betweens schools. Originality/value: Although a considerable amount has been written about the globalization imperative facing business schools (with many illustrations of what could be considered best practice), there is a significant lack of information when it comes to the articulation of strategies and implementation challenges facing smaller and less well endowed business schools that want to globalize. (Contains 19 notes, 1 table and 3 figures.)
- Published
- 2012
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37. 'Not the Same Person Anymore': Groupwork, Identity and Social Learning Online
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Jaber, Rowaida and Kennedy, Eileen
- Abstract
This paper argues that identity may be key to understanding why social presence has been considered so important to successful learning experiences. A qualitative case study of 10 students and 4 tutors in an online postgraduate education program was conducted. The research applied the work of Goffman to explain the relationship between social presence and support for the social production of identity online. Semi-structured individual and group interviews revealed the importance of trustworthy social interaction to support students' performance of identity and identity shifts in fostering deeper social learning. Implications for the design of effective online learning experiences are provided.
- Published
- 2017
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38. Academic Freedom 3: Education and Human Rights.
- Author
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World Univ. Services, London (England)., Daniel, John, Daniel, John, and World Univ. Services, London (England).
- Abstract
This collection of reports gives a picture of educational systems from a human rights perspective, monitoring academic freedom in the context of freedom of thought and freedom of opinion and expression. The World University Service's Lima Declaration on Academic Freedom and Autonomy of Institutions of Higher Education of 1988 is used as the guiding principle for activities that promote and monitor academic freedom. The collection of reports begins with "Monitoring the Right to Education: Reporting to UN Treaty Bodies" by Audrey R. Chapman. Following this introductory paper are four papers on Africa, including "Historical Notes on Academic Freedom in Africa" (Mahmood Mamdani) followed by area studies of Malawi (Richard Carver), South Africa (Teboho Moja and Nico Cloete), and Sudan (Abdelhadi Al-Zubeir Hamad). Part 2, "Asia and the Middle East," includes papers on China (Fang Lizhi), Burma (Myanmar) (Martin Smith), Sri Lanka (Swarna Jayaweera), Tibet (John Billington), Iran (Shahrzad Mojab), and Palestine (Penny Johnson and Emma Naughton). The third part, on Europe and North America, offers: "Access to Education for Refugees and Asylum Seekers in the Countries of Western Europe" and includes studies of Kosova (Peter Gstettner) and the United States (James North). In part 4, "Latin America and the Caribbean," papers on Haiti (Roody Edme) and Peru (Sinesio Lopez Jimenez) are presented. Two appendixes provide the text of the Lima Declaration on Academic Freedom and Institutions of Higher Education and the Kampala Declaration on Intellectual Freedom and Social Responsibility. (Each paper contains references.) (JDD)
- Published
- 1995
39. Factors Influencing the Presence of Ethics and CSR Stand-Alone Courses in the Accounting Masters Curricula: An International Study
- Author
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Larrán Jorge, Manuel, Andrades Peña, Francisco Javier, and Muriel de los Reyes, María José
- Abstract
This paper provides a web-content analysis of the curriculum and subjects of the top accounting and auditing masters identified in the Eduniversal 2012-2013 ratings of the best business schools in the world. The main aim of this study is to analyze the influence exerted by different factors on the extent to which accounting programs are incorporating ethics and corporate social responsibility (CSR) stand-alone courses. The findings of this study do not offer a very optimistic outlook on the extent to which the accounting and auditing top masters ranked by the Eduniversal ratings are offering stand-alone courses related to ethics and CSR. Also, the findings suggest that the presence of ethics and CSR stand-alone subjects in the accounting and auditing masters analyzed is partially explained by the size and the cultural influence exerted by the geographical location.
- Published
- 2015
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40. Developing Alternative Frameworks for Exploring Intercultural Learning: A Critique of Hofstede's Cultural Difference Model
- Author
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Signorini, Paola, Wiesemes, Rolf, and Murphy, Roger
- Abstract
Hofstede's model of cultural difference has been used widely for exploring aspects of culture in educational settings. In this paper, we review Hofstede's model and explore some of its limitations, particularly in relation to the field of higher education. These limitations include an oversimplification of cultural differences, inconsistencies between his categories, lack of empirical evidence from educational settings and overall a model of culture as static (instead of dynamic). We argue that educationalists interested in the field of students' experiences in internationally diverse settings ought to treat Hofstede's model more critically. Other models are recommended that take into account flexible notions of culture, based on research evidence from a range of educational settings, which can be critically and explicitly examined against different educational theories. (Contains 1 table.)
- Published
- 2009
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41. Bridges to Knowledge: Foreign Students in Comparative Perspective.
- Author
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Barber, Elinor G. and Barber, Elinor G.
- Abstract
Foreign study is examined from different perspectives, especially comparative ones, in 15 articles. Attention is directed to: the significance of foreign study for developing countries, national and regional policies and trends, development strategies, political and institutional dilemmas, a bibliography and a literature review. Titles and authors are as follows: "Introduction: Comparative Perspectives" (Elinor G. Barber, Philip G. Altbach, Robert G. Myers); "The Institutionalization of Overseas Education" (Norman Goodman); "Educational Exchanges and the Transformation of Higher Education in the People's Republic of China" (John N. Hawkins); "Professional Training and Institution Building in the Third World: Two Rockefeller Foundation Experiences" (James S. Coleman); "The Economic and Political Impact of Study Abroad" (Gerald W. Fry); "Britain's Full-Cost Policy for Overseas Students" (Peter Williams); "Overseas Students in Australia: Governmental Policies and Institutional Programs" (Stewart E. Fraser); "Foreign Study in Western Europe: Policy Trends and Issues" (Alan Smith); "Going Overseas for Higher Education: The Asian Experience" (William K. Cummings); "Foreign Training and Development Strategies" (R. Myers); "Overseas Training and National Development Objectives in Sub-Saharan Africa" (Joyce Lewinger Moock); "The Political Dilemmas of Foreign Study" (Hans N. Weiler); "Institutional Culture and Third World Student Needs at American Universities" (David Lansdale); "International Students and Study-Abroad Programs: A Select Bibliography" (Y. G.-M. Lulat); and "English as a Second Language: An Overview of the Literature" (Robert B. Kaplan). (SW)
- Published
- 1984
42. Evolving African attitudes to European education: Resistance, pervert effects of the single system paradox, and the ubuntu framework for renewal.
- Author
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Assié-Lumumba, N'Dri
- Subjects
EDUCATION ,AFRICAN languages ,UBUNTU (Philosophy) ,COLONIAL education ,BASIC education ,HIGHER education - Abstract
Copyright of International Review of Education / Internationale Zeitschrift für Erziehungswissenschaft is the property of Springer Nature and its content may not be copied or emailed to multiple sites or posted to a listserv without the copyright holder's express written permission. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
- Published
- 2016
- Full Text
- View/download PDF
43. The experiences of lecturers in African, Asian and European universities in preparing and delivering blended health research methods courses: a qualitative study.
- Author
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Protsiv, Myroslava and Atkins, Salla
- Subjects
UNIVERSITIES & colleges ,CONTENT analysis ,CURRICULUM ,INTERNET ,INTERPROFESSIONAL relations ,INTERVIEWING ,LEARNING ,LEARNING strategies ,RESEARCH methodology ,SCHOOL environment ,QUALITATIVE research ,COLLEGE teacher attitudes ,MIDDLE-income countries ,LOW-income countries - Abstract
Background: Growing demand for Global Health (GH) training and the internationalisation of education requires innovative approaches to training. Blended learning (BL, a form of e-learning combining face-to-face or real-time interaction with computer-assisted learning) is a promising approach for increasing GH research capacity in low- to middle-income countries. Implementing BL, however, requires additional skills and efforts from lecturers. This paper explores lecturers' views and experiences of delivering BL courses within the context of two north-south collaborative research capacity building projects, ARCADE HSSR and ARCADE RSDH. Design: We used a qualitative approach to explore the experiences and perceptions of 11 lecturers involved in designing and delivering BL courses collaboratively across university campuses in four countries (South Africa, Uganda, India and Sweden). Data were collected using interviews in person or via Skype. Inductive qualitative content analysis was used. Results: Participants reported that they felt BL increased access to learning opportunities and made training more flexible and convenient for adult learners, which were major motivations to engage in BL. However, despite eagerness to implement and experiment with BL courses, they lacked capacity and support, and found the task time consuming. They needed to make compromises between course objectives and available technological tools, in the context of poor Internet infrastructure. Conclusions: BL courses have the potential to build bridges between low- and middle-income contexts and between lecturers and students to meet the demand for GH training. Lecturers were very motivated to try these approaches but encountered obstacles in implementing BL courses. Considerable investments are needed to implement BL and support lecturers in delivering courses. [ABSTRACT FROM AUTHOR]
- Published
- 2016
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44. How to rediscover the ubuntu paradigm in education.
- Author
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Oviawe, joan.Osa
- Subjects
LANGUAGE policy ,EDUCATION ,HIGHER education ,SCHOOL children ,PRESCHOOL education - Abstract
An introduction is presented in which the editor discusses various articles within the issue on topics including language policy in Africa, the ubuntu paradigm in curriculum work, language of instruction and assessment in sub-Saharan Africa and African attitudes to European education.
- Published
- 2016
- Full Text
- View/download PDF
45. The Bologna Process and the European Gain.
- Author
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Shawa, Lester Brian
- Subjects
HIGHER education ,BRAIN drain ,BOLOGNA process (European higher education) ,EDUCATION & globalization ,UNIVERSITY & college administration ,NATIONAL socialism & intellectuals - Abstract
The article examines the Bologna Process and the European Gain for Africa's development. It notes on the lacking resources and delineated quality guidelines in African universities as an assurance of quality university education that may worsen the brain drain of African scholars to Europe and might frustrate their development initiatives as outlined in the New Economic Partnership for Africa's Development (NEPAD). It cites on the need for Africa in collaboration with the developed countries to devise policies necessary in retaining its highly trained personnel or simplify remittances from host countries.
- Published
- 2008
- Full Text
- View/download PDF
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