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2. Study Abroad and Student Mobility: Stories of Global Citizenship. Research Paper No. 21
- Author
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University College London (UCL) (United Kingdom), Development Education Research Centre (DERC), Blum, Nicole, and Bourn, Douglas
- Abstract
The opportunity to study abroad is broadly hailed as a route for young people to develop a wide range of knowledge and skills, including intercultural understanding, interpersonal skills, and language learning, among many others. Universities around the world are investing significant resources in developing a variety of study abroad programmes, ranging from short or long term in duration, and from guided to independent study. These may have a number of aims, including to promote individual student learning and development and to enhance student mobility and employability, particularly in the context of a rapid and changeable global employment market. The terms 'global citizen', 'global graduate', 'global skills' and 'global mindset' have all taken on increased significance within this context. Limited research has been conducted, however, to explore students' own perspectives of these terms. This small scale study therefore set out to explore the perspectives of students on UCL's BASc programme and especially to better understand where and how the learning they gained during study abroad resonates with UCL's global citizenship and student mobility strategies. [Funding was provided by the UCL Global Engagement Office (GEO).]
- Published
- 2019
3. The Global Competition for Talent: The Rapidly Changing Market for International Students and the Need for a Strategic Approach in the US. Research & Occasional Paper Series. CSHE.8.09
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University of California, Berkeley, Center for Studies in Higher Education, Douglass, John Aubrey, and Edelstein, Richard
- Abstract
There is growing evidence that students throughout the world no longer see the US as the primary place to study; that in some form this correlates with a rise in perceived quality and prestige in the EU and elsewhere; and further, that this may mean a continued decline in the US's market share of international students. There clearly are a complex set of variables that will influence international education and global labor markets, including the current global economic recession. Ultimately, however, we think these factors will not alter the fundamental dynamics of the new global market, which include these facts: the international flow of talent, scientific or otherwise, is being fundamentally altered as nations invest more in educational attainment and human capital; the US will continue to lose some of its market share over time--the only question is how quickly and by how much; and without a proactive strategy, nations such as the US that are highly dependent on global in-migration of talented students and professionals are most vulnerable to downward access to global talent, with a potentially significant impact on future economic growth. This study provides data on past and recent global trends in international enrollment, and offers a set of policy recommendations for the US at the federal, state, and institutional level. This includes our recommendation of a national goal to double the number of international students in the US over the next decade to match numbers in a group of competitor nations, and requires recognition that the US will need to strategically expand its enrollment capacity and graduation rates to accommodate needed increases in the educational attainment rate of US citizens, and to welcome more international students. Attracting talent in a global market and increasing degree attainment rates of the domestic population are not mutually exclusive goals. Indeed, they will be the hallmarks of the most competitive economies. (Contains 6 figures and 41 endnotes.)
- Published
- 2009
4. Bibliometric Analysis of Studies on Teacher Resilience
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Nurtaç Üstündag-Kocakusak and Ruken Akar-Vural
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This study aimed to reveal general landscape of research on teacher resilience, employing descriptive and bibliometric analyses. Descriptive analyses were performed utilizing Web of Science's internal system, while bibliometric analyses were executed through the VOSviewer program. Web of Science Core Collection was used as a data source. Citation analyses of publications, authors, and journals, as well as co-authorship, co-citation, and common word analyses were conducted. The research reveals a timeline of publications, indicating a notable surge in 2006, and a substantial increase in 2021. The countries with the highest number of publications on teacher resilience, in descending order, are the United States of America (USA), Australia, the United Kingdom (UK), and the People's Republic of China (PRC), according to the research findings. Authors such as Gu, C. Day, S. Beltman, C. Mansfield, and A. Price emerged from the citation analysis. Based on the results from the co-citation analysis, C. Day and Q. Gu were identified as the most frequently co-cited authors. The co-occurrence analysis of keywords highlighted key terms like resilience, teacher education, early career teachers, teacher candidates, professional learning, school leadership, and COVID-19. The findings were contextualized within the existing literature, leading to recommendations for future research. [This paper was published in: "EJER Congress 2023 International Eurasian Educational Research Congress Conference Proceedings," Ani Publishing, 2023, pp. 591-611.]
- Published
- 2023
5. Proceedings of the International Conferences on Education Technologies (ICEduTech) and Sustainability, Technology and Education (STE) (New Tapei City, Taiwan, December 10-12, 2014)
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International Association for Development of the Information Society (IADIS), Kommers, Piet, Issa, Tomayess, Issa, Theodora, Chang, Dian-Fu, and Isias, Pedro
- Abstract
These proceedings contain the papers of the International Conferences on Educational Technologies (ICEduTech 2014), and Sustainability, Technology and Education (STE 2014). The International Conference on Educational Technologies (ICEduTech 2014) is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. Scientists, professionals and institutional leaders are invited to be informed by experts, sharpen the understanding of what education needs and how to achieve it. Topics for the ICEduTech Conference include: (1) Education in Context: Education in the Network Society, Educational Games, Social Media in Education, Home Schooling, Students' Rights, Parents' Rights, Teachers' Rights, Student-Safe Searching, School Violence, Education and Tolerance for Peace and Education in Developing Countries; (2) Education as Professional Field: Teacher Education, Teachers' Professional Development, Teachers' Workload, Teacher Support for Grading, Time Tabling, Grading, Learning Tools, and Online Learning Software, Teachers' learning in Communities of Practice, Web-based Communities for Teacher Support, Teachers' Career Planning, Legal and Financial Issues, Conflict Resolution and Mediation, Governance and Servant Leadership and Educational Policies; (3) Curricular Evolution: Problem-based Learning, Critical Thinking Skills, Creativity Skills, Learning Citizenship, Global Education, Media Literacy / Pedagogy, Multicultural Education and Alternative Assessment Methods; (4) Learner Orientation: Student-Oriented Learning, Peer- and Collaborative Learning, Learning Strategies: Learn how to Learn, Motivating Students, Recognizing Students' Learning Styles and Special Education; (5) Integrating Educational Technologies: Social Media and Social Networking, The Semantic Web 3.0, Podcasting for Broadcasting Video Lectures, Podcasting feedback to students, Wiki and blogs in Higher Education, Mobile, Virtual and Vicarious Learning and Simulations and Modeling; and (6) International Higher Education: Marketing Higher Education as a Business Case, Pitfalls and Solutions in Joint and Double Degree Programs, Enculturation and International Teacher Accreditation, Web-based, Mobile, Virtual Presence and Social Media to Overcome Student Mobility, Blended Learning and Student Assessment at a Distance, Student Mobility and Distance Education, New-Emerging Standards and Benchmarks for Higher Education, Education, Research, Exchange and Capacity Building, 21st Century Academic and Industrial Brain Exchange, Academic Salaries, Faculty Contracts, Residence Permits and Legal Issues, International Student Exchange Funding Programs: Erasmus Mundus, the U.S. Council on International Educational Student Exchange, and the Euro-American "Atlantis" program, Networks for International Higher Education in the Pacific, Australia, Europe, Asian and European countries and Higher Education, Cultural Diversity, Tolerance and Political Conflict. The International Conference on Sustainability, Technology and Education (STE) aims to address the main issues which occur by assessing the relationship between Sustainability, Education and Technology. Broad areas of interest are: Sustainability and Leadership, Sustainability and Green IT, Sustainability and Education. Following three Keynote Lectures by Chun-Yen Chang, David Tawei Ku, and Pedro Isais, the full papers presented are as follows: (1) The Study of Adopting Problem Based Learning in Normal Scale Class Course Design (Chia-ling Hsu); (2) Student Learning Through Hands-On Industry Projects (Lingma Lu Acheson); (3) A Study of Facilitating Cognitive Processes with Authentic Support (Rustam Shadiev, Wu-Yuin Hwang, Yueh-Min Huang and Tzu-Yu Liu); (4) Mobile-Assisted Second Language Learning: Developing a Learner-Centered Framework (Choy Khim Leow, Wan Ahmad Jaafar Wan Yahaya and Zarina Samsudin); (5) Social Interaction Development through Immersive Virtual Environments (Jason Beach and Jeremy Wendt); (6) Teaching and Learning in the Digital Era: A Case Study of Video-Conference Lectures from Japan to Australia (Seiko Yasumoto); (7) Lessons Learnt from and Sustainability of Adopting A Personal Learning Environment & Network (PLE&N) (Eric Tsui and Farzad Sabetzadeh); (8) Studying Challenges in Integrating Technology in Secondary Mathematics with Technological Pedagogical and Content Knowledge (TPACK) (Dorian Stoilescu); (9) Building Better Discipline Strategies for Schools by Fuzzy Logics (Dian-Fu Chang, Ya-Yun Juan and Wen-Ching Chou); (10) Assessing Critical Thinking Performance of Postgraduate Students in Threaded Discussions (Cheng Lee Tan and Lee Luan Ng); (11) Work-Integrated Learning with Work-Integrated Learners (Martin Gellerstedt and Tobias Arvemo); (12) A Framework for Gamified Activities Based on Mobile Games (Ana Amelia Carvalho, Inês Araújo and Nelson Zagalo); (13) The OpenForest Portal as an Open Learning Eosystem: Co-Developing in the Study of a Multidisciplinary Phenomenon in a Cultural Context (Anu Liljeström, Jorma Enkenberg, Petteri Vanninen, Henriikka Vartiainen and Sinikka Pöllänen); (14) Designing Participatory Learning (Henriikka Vartiainen); (15) The Relationship among Principals' Technology Leadership Teaching Innovation, and Students' Academic Optimism in Elementary Schools (Chuan-Chung Hsieh, Hung-Chin Yen and Liu-Yen Kuan); (16) Design Research Methods for Future Mapping (Sugandh Malhotra, Prof. Lalit K. Das and Dr. V. M. Chariar); (17) Makahiki: An Open Source Serious Game Framework for Sustainability Education and Conservation (Yongwen Xu, Philip M. Johnson, George E. Lee, Carleton A. Moore and Robert S. Brewer); (18) The Relationships among Principals' Distributed Leadership, School Knowledge Innovation and ICT Use in Taiwanese Elementary Schools (Chuan-Chung Hsieh, Jui-Hsuan Hung and Hao-Chiou Li); (19) Beauty of Wholeness and Beauty of Partiality "New Terms Defining the Concept of Beauty in Architecture in Terms of Sustainability and Computer Aided Design (Ayman A. Farid, Weaam M. Zaghloul and Khaled M. Dewidar); (20) Galvanizing Local Resources: A Strategy for Sustainable Development in Rural China (Eun Ji Cho); (21) Teaching Assembly for Disassembly: An Under-Graduate Module Experience (Eleftheria Alexandri); and (22) System-Events Toolbox- Activating Urban Places for Social Cohesion through Designing a System of Events that Relies on Local Resources (Davide Fassi and Roberta Motter). Short Papers include: (1) A Design and Development of Distance Learning Support Environment for Collaborative Problem Solving in Group Learners (Takuya Nitta, Ryo Takaoka, Shigeki Ahama and Masayuki Shimokawa); (2) Academic Use of Social Media Technologies as an Integral Element of Informatics Program Delivery in Malaysia (Jane See Yin Lim, Barry Harper and Joe F. Chicharo); (3) Digital Storytelling across Cultures: Connecting Chinese & Australian Schools (Mark Pegrum, Grace Oakley, Cher Ping-Lim, Xi Bei Xiong and Hanbing Yan); (4) A Study on Building an Efficient Job Shadowing Management Methodology for the Undergraduate Students (Koichi Sakoda and Masakazu Takahashi); (5) Using Tablet PCS in Classroom for Teaching Human-Computer Interaction: An Experience in High Education (Andre Constantino da Silva, Daniela Marques, Rodolfo Francisco de Oliveira and Edgar Noda); (6) Technology and Motor Ability Development (Lin Wang, Yong Lang and Zhongmin Luo); (7) The Integrated Framework of College Class Activities--Using Learn Mode with the Introduction of Educational Technology as an Example (Chia-Ling Tsai and David Tawei Ku); (8) Training Pre-Service Chinese Language Teachers to Create Instructional Video to Enhance Classroom Instruction (Lih-Ching Chen Wang and Ming-Chian Ken Wang); (9) Using Project-Based Learning and Google Docs to Support Diversity (Amy Leh); (10) Exploring Social Equity Aspects in Integrating Technology in Primary Mathematics Education (Dorian Stoilescu); (11) Chinese Fantasy Novel: Empirical Study on New World Teaching for Non-Native Learners (Bok Check Meng and Goh Ying Soon); and (12) Building of a Disaster Recovery Framework for E-Learning environment Using Private Cloud Collaboration (Satoshi Togawa and Kazuhide Kanenishi). The reflection papers include: (1) Stoic Behavior Hypothesis in Hint Seeking and Development of Reversi Learning Environment as Work Bench for Investigation (Kazuhisa Miwa, Kazuaki Kojima and Hitoshi Terai); (2) Alternative Assessment Methods Based on Categorizations, Supporting Technologies and A Model for Betterment Marion G. Ben-Jacob and Tyler E. Ben-Jacob; (3) Wiki -Enhanced Scaffolding to Encourage Student Participation in a Content and Language Integrated Learning (CLIL) Classroom (Chun-Yi Lin) ; and (4) Pragmatics and Seminotics: Movies as Aesthetic Audio-Visual Device Expedite Second Language Acquisition (Lucia Y. Lu). Individual papers contain references. An author index is included. [These conferences are co-sponsored by Curtin University, Curtin Business School (Australia), and the International Society for Professional Innovation Management.]
- Published
- 2014
6. Microteaching Networks in Higher Education
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Sonia Santoveña-Casal, Javier Gil-Quintana, and José Javier Hueso-Romero
- Abstract
Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.
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- 2024
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7. International Conference on Recent Research and Development in Vocational Education (Adelaide, South Australia, Australia, March 12-19, 1989). Conference Papers. Volume 1.
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TAFE National Centre for Research and Development, Payneham (Australia).
- Abstract
The conference recorded in this document covered a wide variety of themes and consisted of keynote addresses, research presentations, and workshops. The following keynote addresses are included: "Technician Training: A New Zealand Perspective" (Wood); and "The Provision of Information Services in Vocational Education: The Present and the Future" (Lee). The following research presentations are included: "Responding to Diversity: Learning Styles in Vocational Education" (Andrews); "The Future for Vocational and Technical Education" (Strong); "Alternative Approaches to Vocational Education--The Malaysian Experience" (Saleh); "Recent Initiatives in Staff Development in Vocational Education in Scotland" (Niven); and "Vocational Education: An International Perspective" (Hickey). The following workshop presentations are included: "Teaching Learning Skills as a Foundation for Technical Training" (Nelson); "Approaches to Instructional Strategies for an Information-Based Society" (Ross); "Socialization and Cognitive Process in the Appropriation of Technical-Scientific Knowledge and Practical Abilities in Vocational High School" (Hardy); "An Experimental Study of Incorporating Creative and Inventive Concepts into Vocational High School Curricula" (Wu); "Teaching and Learning in TAFE: Does TAFE Sell Its Students Short?" (Gove); "Vocational Qualification and Access to Higher Education" (Smithers); "Competency Tests: Their Role in Selection of Apprentice and Trainee Technical Officers in Australia" (Holdgate); "Development and Analysis of a Criterion-Referenced Test Item Bank" (Hinton); "Follow-up Studies of Vocational and Technical Education Graduates Using State Databases" (Strong); "Analysis of a Programme of Electromechanics of Automated Systems in Terms of Underlying Physical Concepts and Principles" (Gagnon); "Fast Track Apprenticeships and Multi-Skilling: Can We Have the Best of Both Worlds?" (Thomas); "Collecting Case Studies in TAFE Curriculum: Some Problems" (McBeath); "Teacher Motivation in Vocational Education: Causes and Consequences" (Nyberg); "Vocational Teacher Education: Research into Practice" (Prichard); "Evaluation of the In-Service Education Ordinance and Programs for Industrial Vocational Teachers in the Republic of China" (Shieh); "Apprentices Literacy Skills" (Sofo); "Regional Colleges: Resource Sharing between Vocational Education and Higher Education" (Atkinson); "Student Withdrawal from Part-Time Courses of Further Education" (Parkin); and "Improving the Quality of Vocational Education" (Jain). (CML)
- Published
- 1989
8. Thailand as a New International Higher Education Hub: Major Challenges and Opportunities, a Policy Analysis
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Pongsin, Viseshiri, Lawthong, Nuttaporn, Fry, Gerald W., Ransom, Lakeesha, Kim, Seongdok, and Thi My, Ngoc Nguyen
- Abstract
The major analytical research question addressed in this paper is: What are Thailand's strengths and weaknesses as an international education hub for students from the Asian region? The key descriptive research question is: What is the nature of the educational experience of Asian students in Thailand? The two major research methodologies of the study are mixed research methods and comparative case studies, with the use of in-depth interviews of influential experts, surveys, and an autoethnography. In terms of major findings, there has been a dramatic growth of Asian students at Thai universities during the past two decades. Thailand's major advantages relate to low costs, location, quality campus facilities, and a welcoming attitude toward outsiders, while major disadvantages are the quality of many of Thailand's international programs often related to low English language capabilities. The paper concludes by presenting a creative new architecture for thinking about Asian study abroad in Thailand.
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- 2023
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9. Over Three Decades of Data Envelopment Analysis Applied to the Measurement of Efficiency in Higher Education: A Bibliometric Analysis
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Pham Van, Thuan, Tran, Trung, Trinh Thi Phuong, Thao, Hoang Ngoc, Anh, Nghiem Thi, Thanh, and La Phuong, Thuy
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The higher education efficiency evaluation model using the data envelopment analysis method has interested many researchers. This paper uses bibliometric analysis on publications extracted from the Scopus database to provide a comprehensive overview of research publications on the measurement of higher education efficiency based on data envelopment analysis: its growth rate, major collaboration networks, the most important and popular research topic. A total of 169 related publications were collected and analyzed from 1988 to 2021. The analysis results show that: Publications published every year have increased sharply in the last six years; The quality of publications is relatively high as publications tend to be published in journals with high-ranking indexes; Countries with the most influence in studies on this topic are: Italy, China, Spain, the USA, and the United Kingdom; Authors with the most influence in this research direction are Agasisti T., Abbott M., Doucouliagos C., Avkiran N.K., and Johnes J.; The research cooperation among countries and among affiliations is not strong. Finally, the paper has provided recommendations for future studies based on the findings.
- Published
- 2022
10. Proceedings of International Conference on Social and Education Sciences (IConSES) (Austin, Texas, October 13-16, 2022). Volume 1
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International Society for Technology, Education and Science (ISTES) Organization, Shelley, Mack, Akerson, Valarie, Sahin, Ismail, Shelley, Mack, Akerson, Valarie, Sahin, Ismail, and International Society for Technology, Education and Science (ISTES) Organization
- Abstract
"Proceedings of International Conference on Social and Education Sciences" includes full papers presented at the International Conference on Social and Education Sciences (IConSES), which took place on October 13-16, 2022, in Austin, Texas. The aim of the conference is to offer opportunities to share ideas, discuss theoretical and practical issues, and to connect with the leaders in the fields of education and social sciences. The IConSES invites submissions that address the theory, research, or applications in all disciplines of education and social sciences. The IConSES is organized for: faculty members in all disciplines of education and social sciences, graduate students, K-12 administrators, teachers, principals, and all interested in education and social sciences. [Individual papers are indexed in ERIC.]
- Published
- 2022
11. Precarious Academic Citizens: Early Career Teachers' Experiences and Implications for the Academy
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Jody Crutchley, Zaki Nahaboo, and Namrata Rao
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The fragmentation of academic work and its uneven distribution among academic staff have produced particular challenges for new entrants to teaching in Higher Education, Early Career Teachers [ECTs]. In this paper, documentary analysis of the narratives of fourteen ECTs, who worked across six different continents, was undertaken. The findings highlight the diverse forms of precarity that ECTs face, which cut across migratory, identitarian, economic, and ideological dimensions. It discusses ECTs' reflections on their expectations of teaching and their adaptation to the demands of neoliberal Higher Education. Drawing from their narratives and Sevil Sümer's theories of differentiated academic citizenship, ECTs are recognised as 'precarious academic citizens'. This has important implications for revealing the unique circumstances of this group, thereby opening further questions as regards their mentoring and support to enable them to be situated more equally as citizens of the academy.
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- 2024
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12. Global Research Capacity Building among Academic Researchers
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Ewelina K. Niemczyk
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Although concepts such as research without borders have become more commonplace in recent decades, few studies have investigated the capabilities that global researchers require to cross both cultural and disciplinary borders. This paper explores global capabilities along with strategies and spaces that may facilitate academic researchers' acquisition and development of global research competence. The study's dataset comprises responses of 26 participants across 15 countries -- all of whom are members of a specific comparative education society -- who contributed their views via e-questionnaire. Findings indicate that research capacity building is a dynamic process and global competence calls for complex skills and conscious attitudes. Commitment to expand scientific curiosity beyond one's own culture and academic discipline appears to be a main criterion in achieving global competence. Results of this study are not meant to be prescriptive but rather exploratory and informative for a broad group of academic stakeholders.
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- 2024
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13. Governments and Higher Education--the Legitimacy of Intervention. Papers Presented at the Conference on Higher Education (2nd, Toronto, Ontario, Canada, October 23-24, 1986).
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Ontario Inst. for Studies in Education, Toronto. Higher Education Group.
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The following invited addresses and research papers are provided: "The Question of Legitimacy" (Harry W. Arthurs); "The Historical Perspective" (H. Blair Neatby); "Politics and Its Limits on Government, Intermediaries and Universities" (Lee Southern); "State Control of Degree Granting: The Establishment of a Public Monopoly in Canada" (Michael L. Skolnik); "Graduate Studies in Ontario: The Role of the Universities and the Role of Government" (L. A. K. Watt); "The Orderly Distribution of Opportunity in Ontario: A Comment on the Behaviour of Universities and Governments" (John Holland and Saeed Quazi); "Colleges and Governments--An Evolving Relationship: Government Intervention into the Operations of Community Colleges in Canada, 1964-1986" (John D. Dennison); "The Political-Economic Record" (Kenneth Rea); "The British Experience" (Maurice Kogan); "The Australian Experience, Governments and Tertiary Education: Increased Centralization at Four Levels" (Grant Harman); "Bi-Lateral and Multi-Lateral Aid and the University: A Chinese Case Study" (Ruth Hayhoe); "Government Intervention and University Autonomy in Guyana and Tanzania--A Third World Perspective" (Vivian D. O. Patterson); "Teaching and Breaching: U.S. Higher Education and the Constitutional 'Wall between Church and State'" (Walter Hobbs); "State Formulas for Funding Higher Education: Trends and Issues" (Jane Adams Lamb); "Higher Education Associations in Washington: Influencing Government Intervention" (Harland G. Bloland); "The Drunkard's Streetlamp? Contexts of Policy Change in U.S. Teacher Education" (Catherine Cornbleth and Don Adams); "Government Investment in Research Universities for Economic Development" (Maureen McClure); and "The Imperial Role of the Empire State in Higher Education: Five Cases from New York in the 1970s" (Richard C. Lonsdale, Judith S. Glazer, David C. Levy, and Lynn D. Walsh). (KM)
- Published
- 1987
14. Digital Resilience in Higher Education in Response to COVID-19 Pandemic: Student Perceptions from Asia and Australia
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Eri, Rajaraman, Gudimetla, Prasad, Star, Shaun, Rowlands, Josh, Girgla, Anit, To, Loeurt, Li, Fan, Sochea, Nhem, and Bindal, Umesh
- Abstract
COVID-19 has transformed higher education learning and teaching practices globally. Tertiary students, internationally face both opportunities and challenges in learning and adapting to this paradigm shift in the delivery of education. It remains unclear how students in international contexts are responding to these changes in digital learning during and post-COVID-19. This paper aims to compare student perceptions of digital competence, confidence, and resilience in present times using data from surveys of tertiary students from Australia, Cambodia, China, India, and Malaysia. There are disparities not only in the teaching and learning pedagogies amongst these countries but also in the levels of technological advancement, infrastructure support, and pace of digital innovation in the delivery of courses. These differences have put in focus students' both digital competencies and resilience as they pursue higher education on various digital learning platforms. Resilience includes the ability to bounce back or adapt from stress (Smith et al., 2008). Digital resilience is students' tech-savviness and preparedness to adapt to different digital environments as they pursue higher education. This paper examines the perceptions of tertiary undergraduate students from these countries in this emerging new digital learning norm. A total of 687 tertiary students from the aforementioned countries participated in a survey to questions related to digital competence, confidence in using and/or adapting to digital innovation, and resilience. Statistically significant attributes are identified to help better understand the challenges these culturally diverse students perceive in digital learning environments. This study will reveal barriers that impact the digital transformation of undergraduate students which can be used to recommend necessary teaching and learning support frameworks to enhance their digital competence and resilience. This will help tertiary institutions better equip all stakeholders in adapting to the new normal of higher education in the future.
- Published
- 2021
15. COVID-19's Impact on Higher Education: A Rapid Review of Early Reactive Literature
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Khan, Muzammal Ahmad
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This rapid systematic review aims to examine emerging evidence on the effects of COVID-19 on educational institutions and assess the prevalence of e-learning changes in the sector. This paper reviews literature on learning, teaching, and assessment approaches adopted since the COVID-19 outbreak, and assesses the impact on the sector, staff, and students, summarizing findings from peer-reviewed articles. It categorizes these into five key themes: (1) digital learning; (2) e-learning challenges; (3) digital transition to emergency virtual assessment (EVA); (4) psychological impact of COVID-19; and (5) creating collaborative cultures. This represents the first systematic review of COVID-19's impact on education, clarifying current themes being investigated. The author suggests that the term 'emergency virtual assessment' (EVA) is now added for future research discussion. Finally, the paper identifies research gaps, including researching the impact on lesser developed countries, the psychological impact of transition, and the important role of leadership and leadership styles during the transition and handling of the pandemic.
- Published
- 2021
16. Submission or Subversion: Survival and Resilience of Chinese International Research Students in Neoliberalised Australian Universities
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Xing, Congcong, Mu, Guanglun Michael, and Henderson, Deborah
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Although scholars have noted the detrimental nature of the various changes in higher education prompted by neoliberalism, its impact on the experiences of international Higher Degree by Research (HDR) students has yet to be adequately studied. Informed by Bourdieu's concepts of "doxa," field, habitus, and capital, this paper examines the ways in which neoliberalism as "doxa" in the Australian higher education field has "colonised" the perception and practice of Chinese international HDR students whilst some students were able to demonstrate resilience to the pervasive neoliberal practices. The paper draws on a larger qualitative research project including interviews with 18 Chinese HDR students from four Australian universities. Data suggest that Chinese HDR research students gradually developed intensified dispositions of self-reliance and self-exploitation in response to neoliberal academic practices whilst others were enculturated into a "floating habitus" (or vulnerable position) in relation to academic publishing as they attempted to negotiate the tensions across fields and over time. Data further reveal that some participants demonstrated resilience to neoliberalism when empowered by their supervisors with less utilitarian and more critically reflexive supervisory practices. The paper argues that the embrace of neoliberalism in the Australian higher education field has become widespread yet controversial, and that thinking and enacting resilience sociologically may de-neoliberalise the higher education field in Australia and beyond.
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- 2022
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17. A Theoretical Framework for Understanding Chinese International Students' Decision-Making in Selecting Regional Australian Higher Education
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Wu, Qian
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In recent years an increasing number of Chinese international students have made a decision to attend regional Australian universities rather than following the large city tendency. However, so far little attention has been paid to this trend. This paper proposes a holistic theoretical framework to interpret Chinese students' decision-making in choosing regional Australian higher education. Inspired by the Engel-Kollat-Blackwell (EKB) model, according to which choices, factors and process are main components in people's decision-making, this paper combines the following three theoretical approaches. Firstly, in cognitive perspective, six choices relating to Australian higher education made by international students (Duan, 1997) provide a theoretical basis to explain core choices of Chinese students about regional Australian higher education. Secondly, using migration theory, Mazzarol and Soutar's push-pull model (2002) refers to factors influencing Chinese students' decision-making of regional Australian higher education. Thirdly, again in terms of cognitive perspective, three classic decision-making process models (Lawley (1993), Duan (1997), and Pimpa (2002)) offer an additional insight to analyze Chinese international students' decision-making process. By integrating these three approaches, the framework develops a multidimensional and systematic theoretical comprehension of Chinese international students' decision-making in selecting regional Australian higher education.
- Published
- 2015
18. Teaching a While Measuring b: Cultural Bias in Assessing Student Performance
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Seno-Alday, Sandra and Budde-Sung, Amanda
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Purpose: This paper aims to explore the impact of differences in educational traditions on conventions of teaching and learning, and on the measurement of learning outcomes. These are critical issues within the context of business schools that are steeped in one dominant tradition but have a large population of international students previously educated in other traditions. The paper argues that international students face the challenge of satisfactorily demonstrating learning according to foreign conventions that are different from what they would have been accustomed to within the framework of their home educational tradition. Design/methodology/approach: This study draws on a bilingual literature review to capture differences in educational traditions between Australia and China. It then uses logistic regression to analyze the performance of 800 domestic and international Chinese students across a range of different assessment formats at a large Australian business school. Findings: The study finds statistically significant differences in the performance of these two student groups on different assessment types. It concludes that the conventions on approaches to the assessment of learning shaped by a specific educational tradition can hamper the effective demonstration of learning among students from other educational traditions. Originality/value: The paper focuses on issues related to the assessment of learning in multicultural higher education contexts, which has received less attention in the literature compared to issues on teaching approaches in multicultural contexts. The paper also highlights important implications on the validity of the measurement of learning outcomes and on the subsequent impact on graduate recruitment.
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- 2022
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19. An Exploratory Study of How Business Schools Approach AACSB's Societal Impact Standards
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Kabadayi, Sertan and Jason-DiBartolo, Greer
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AACSB adopted new and revised standards in 2020 that require business schools to demonstrate positive societal impact through internal and external activities. While many schools are already engaged in such activities, there seems to be no agreed-upon conceptualization or measurement of societal impact. This paper aims to help business schools organize, measure, and demonstrate their efforts to create positive societal impact and thus meet the updated AACSB standards. By using data from semi-structured interviews, this paper identifies different dimensions of positive societal impact and offers enablers and barriers in business school efforts to create such societal impact.
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- 2022
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20. Resilience of Higher Education Academics in the Time of 21st Century Pandemics: A Narrative Review
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de los Reyes, Elizer Jay, Blannin, Joanne, Cohrssen, Caroline, and Mahat, Marian
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The demands arising from the COVID-19 pandemic have amplified the importance of resilience not only for students, but also for academics. This narrative review examines a phenomenon which has received little research attention, despite its significance during the pandemic, namely the resilience of academics in higher education. We refer to this as 'academic resilience'. The review investigates how academic resilience in higher education has been addressed in scholarship, with particular attention to the five major pandemics from 2001 to 2020. A review of fourteen relevant papers shows a lack of attention to the resilience of university teaching staff. Uncovering how academics overcome and withstand adversity on the one hand, and how higher education institutions have managed and supported the resilience of their staff on the other, this paper offers a conceptualisation of academic resilience that goes beyond the individual/environmental binary in scholarship.
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- 2022
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21. Charting the Terrain of Global Research on Graduate Education: A Bibliometric Approach
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Kuzhabekova, Aliya
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The paper provides an overview of the global research on graduate education. The study applied a combination of a bibliometric and social network analysis methods to bibliographic data from Thompson Reuters' Web of Science. More specifically, a keyword search approach was used to retrieve 2,454 articles on graduate education from 1996 until 2020. The set was processed with the VantagePoint software. The paper reports the findings in the form of lists of top scholars, research centres, and countries contributing to research on graduate education. The findings include similar lists of the key funding agencies, contributing disciplines and publication venues, as well as maps representing collaborative activity in the field between institutions, and countries. Finally, the frequency of utilisation of groups of author-supplied keywords is analysed to determine the basic thematic structure of the research on the topic. The originality of the paper consists in the fact that it represents the first attempt to map the landscape of research on graduate education using bibliographic data. It can be used to supplement the results of literature reviews on the topic, which apply a more in-depth content analysis-based approaches to a limited number of papers to determine the thematic structure of the field.
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- 2022
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22. A Practice-Based Study of Chinese Students' Learning--Putting Things Together
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Xu, Jinqi
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This paper investigates the learning experience of Chinese students' learning experience in the business Faculty of an Australian university. Chinese students are often characterized as "rote learners" or stereotyped as "reduced Other". Areas of concern are limited to addressing the differences in learning styles, language, and sociocultural barriers. However, learning occurs in many forms. There is an absence of discussion about what practices Chinese students use in order to learn. Based on practice-based theory, a longitudinal ethnographic study of the journeys of five students was traced and investigates what practices Chinese students use in the learning and how these students "put things together" in the journey. This paper reports on two of the five students from the larger study. In particular, this article brings attention to the students' everyday life and insights into their doings, sayings, and relatings between people, other beings and material artefacts. Chinese students' learning involves foreground entanglements, co-construction, and relationality of practices from both educational and sociocultural perspectives. This paper provides new insights about Chinese students' learning and encourages academics and institutions to be aware of the impact of their practices and to deepen their understanding of the complexities of Chinese students' learning.
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- 2019
23. Three Decades of Literacy Preservice Teachers' Engagement in Research: Operationalizing Critical Reflexivity to Explore Possibilities for Increasing Racial Literacy
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Lammert, Catherine
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In this paper, the author analyzes 89 studies published from 1990 through 2020 that focused on literacy preservice teachers' involvement in action research as part of learning to teach. In doing so, the author provides an example of why critical reflexivity is necessary in qualitative literature review methods. The author relies on a social practice view of race and uses activity theory to answer the questions: How have researchers considered race as a factor in research on literacy preservice teacher education? How can preservice teachers' experience with research be (re)designed to help develop their racial literacy? Findings demonstrate that in the reviewed studies, 51% of researchers addressed preservice teachers' race, and 34% addressed K-12 students' race. Far fewer studies, however, acknowledged their own race or that of field supervisors and mentor teachers, which ultimately minimized their roles. Findings also emphasize four design principles for literacy teacher education programs that aim to include research: collaboration between K-12 partners and universities; selective teacher educator scaffolding; engagement with diverse communities; and extensive time spent as part of the pathway toward racial literacy. The implications and uses of an existing literature base that reflects shifting reporting standards related to race are also examined.
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- 2022
24. Insights into Accounting Education in a COVID-19 World
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Sangster, Alan, Stoner, Greg, and Flood, Barbara
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This paper presents a compilation of personal reflections from 66 contributors on the impact of, and responses to, COVID-19 in accounting education in 45 different countries around the world. It reveals a commonality of issues, and a variability in responses, many positive outcomes, including the creation of opportunities to realign learning and teaching strategies away from the comfort of traditional formats, but many more that are negative, primarily relating to the impact on faculty and student health and well-being, and the accompanying stress. It identifies issues that need to be addressed in the recovery and redesign stages of the management of this crisis, and it sets a new research agenda for studies in accounting education.
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- 2020
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25. Watch Out! The Great University Implosion Is on Its Way
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Hil, Richard
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In this article, Richard Hill addresses the topic of China supposedly undermining Australia's national security and way of life, and causing ructions on university campuses. He writes that Chinese infiltration, or so it seems, is everywhere, from excessive housing investments and land buy-ups to dodgy dinner dates with ALP officials; and from Confucian Institutes (as fronts for espionage activities) to the take-over of student unions by Chinese students. Concern has even arisen over the spread of Chinese takeaways and the growing demand for Mandarin courses, both clearly promoting Chinese influence across the nation. Hill goes on to say that three journalists from the "Sydney Morning Herald/The Age" (Baker, Hunter & Bonyhady, 2019) took the brave step of striding into the murky world of Chinese students to expose the shadowy goings on. Hill opines that following some general observations on 'the Chinese issue', their report morphs into a more general discussion of how Australian universities deal with international students -- no trivial matter, given their contribution to university coffers. Apparently, to no surprise, not all of these student visitors are happy campers. Hill asserts that after all, Australian journalists inform the public, that these students have to fork out up to three times more for their education than domestic students, often live in dilapidated and over-crowded accommodation, and feel estranged, lonely and depressed. Many of them struggle with the most basic English, which makes reading turgid academic texts and assignment completion tough going. Worried by such questionable investigative reportage, Hill shares a slightly amended version of a letter he wrote directly to the journalists. He concludes that 'corruption risks' notwithstanding, it has become glaringly obvious that Australian universities are massively over-reliant on overseas students for their income and face an epic implosion when this revenue stream dries up, which it will once China and India build up their own sectors.
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- 2020
26. Bilingual Use of Translanguaging: Chinese Student Satisfaction in a Transnational Business Degree in English
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Troedson, David Andrew and Dashwood, Ann
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Studies of student satisfaction in higher education settings highlight the contribution of teaching, learning and assessment, institutional status, and the personal factors of self-efficacy, preparedness, and sense of community. Transnational partnership research has identified that similar student satisfaction factors are experienced by mainland Chinese students enrolled in English-language degrees. However, there are certain challenges related to foreign language skill development, intercultural exchange, and lack of local contextualization. This paper provides insights into the interplay among satisfaction factors in the transnational context of an Australian-China higher education partnership for Chinese students studying a Business degree in their home country. In addition, the paper highlights the value added to the student experience by the expeditious use of local Chinese exemplars and translanguaging across the two languages to explain the more complex concepts presented in the course content. In so doing, the paper sheds some light on the role of local, native speaking staff in the teaching and learning process and their contribution to student satisfaction, a known retention benefit to higher education institutions.
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- 2018
27. Education and New Developments 2017
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Carmo, Mafalda
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This book contains a compilation of papers presented at the International Conference on Education and New Developments (END 2017), organized by the World Institute for Advanced Research and Science (W.I.A.R.S.). Education, in our contemporary world, is a right since we are born. Every experience has a formative effect on the constitution of the human being, in the way one thinks, feels and acts. One of the most important contributions resides in what and how we learn through the improvement of educational processes, both in formal and informal settings. The International Conference seeks to provide some answers and explore the processes, actions, challenges and outcomes of learning, teaching and human development. The goal is to offer a worldwide connection between teachers, students, researchers and lecturers, from a wide range of academic fields, interested in exploring and giving their contribution in educational issues. We take pride in having been able to connect and bring together academics, scholars, practitioners and others interested in a field that is fertile in new perspectives, ideas and knowledge. We counted on an extensive variety of contributors and presenters, which can supplement our view of the human essence and behavior, showing the impact of their different personal, academic and cultural experiences. This is, certainly, one of the reasons we have many nationalities and cultures represented, inspiring multi-disciplinary collaborative links, fomenting intellectual encounter and development. END 2017 received 581 submissions, from 55 different countries, reviewed by a double-blind process. Submissions were prepared to take form of Oral Presentations, Posters, Virtual Presentations and Workshops. The conference accepted for presentation 176 submissions (30% acceptance rate). The conference also includes a keynote presentation from an internationally distinguished researcher, Professor Lizbeth Goodman, Chair of Creative Technology Innovation and Professor of Inclusive Design for Learning at University College Dublin; Founder/Director of SMARTlab, Director of the Inclusive Design Research Centre of Ireland, Founder of The MAGIC Multimedia and Games Innovation Centre, Ireland, to whom we express our most gratitude. This conference addressed different categories inside the Education area and papers are expected to fit broadly into one of the named themes and sub-themes. To develop the conference program we have chosen four main broad-ranging categories, which also covers different interest areas: (1) In TEACHERS AND STUDENTS: Teachers and Staff training and education; Educational quality and standards; Curriculum and Pedagogy; Vocational education and Counseling; Ubiquitous and lifelong learning; Training programs and professional guidance; Teaching and learning relationship; Student affairs (learning, experiences and diversity; Extra-curricular activities; Assessment and measurements in Education. (2) In PROJECTS AND TRENDS: Pedagogic innovations; Challenges and transformations in Education; Technology in teaching and learning; Distance Education and eLearning; Global and sustainable developments for Education; New learning and teaching models; Multicultural and (inter)cultural communications; Inclusive and Special Education; Rural and indigenous Education; Educational projects. (3) In TEACHING AND LEARNING: Educational foundations; Research and development methodologies; Early childhood and Primary Education; Secondary Education; Higher Education; Science and technology Education; Literacy, languages and Linguistics (TESL/TEFL); Health Education; Religious Education; Sports Education. (4) In ORGANIZATIONAL ISSUES: Educational policy and leadership; Human Resources development; Educational environment; Business, Administration, and Management in Education; Economics in Education; Institutional accreditations and rankings; International Education and Exchange programs; Equity, social justice and social change; Ethics and values; Organizational learning and change, Corporate Education. This book contains the results of the research and developments conducted by authors who focused on what they are passionate about: to promote growth in research methods intimately related to teaching, learning and applications in Education nowadays. It includes an extensive variety of contributors and presenters, who will extend our view in exploring and giving their contribution in educational issues, by sharing with us their different personal, academic and cultural experiences. We would like to express thanks to all the authors and participants, the members of the academic scientific committee, and of course, to our organizing and administration team for making and putting this conference together. [This document contains the proceedings of END 2017: International Conference on Education and New Developments (Lisbon, Portugal, June 24-26, 2017).]
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- 2017
28. Exploring Cross-Cultural Perspectives of Teacher Leadership among the Members of an International Research Team: A Phenomenographic Study
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Arden, Catherine and Okoko, Janet Mola
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This paper reports a phenomenographic study exploring diverse understandings and experiences of teacher leadership among 12 members of the International Study of Teacher Leadership research team comprised of 20 academics located in 10 countries. Mind mapping and semi-structured, online interviews were used to explore the ways that the participants related with the phenomenon of interest: 'teacher leadership'. Phenomenographic analysis of interview artefacts revealed nine qualitatively different conceptions of teacher leadership in the study's outcome space across three broad domains: A: The school, school community and formal education system; B: The teacher leader's professional self; C: The broader historical, socio-political and global contexts of teacher leadership. In addition to providing a 'touchstone' for the team's ongoing research, these findings serve as an experiential framework for thinking about teacher leadership, potentially encouraging more inclusive, more complete and richer understandings of the phenomenon.
- Published
- 2021
29. The International Context of Teacher Preparation: Rejoinder to 'Isn't It Time We Did Something about the Lack of Teaching Preparation in Business Doctoral Programs?'
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Gibbs, Graham
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This paper, a rejoinder to "Isn't It Time We Did Something about the Lack of Teaching Preparation in Business Doctoral Programs?" by Marx et al., suggests glancing at practices outside the United States to get some perspective on the nature of the problem of why so little emphasis is placed on teaching preparation in business doctoral programs prior to rushing off to run teaching development programs for doctoral students. Most training for university teachers round the world, and certainly the most extensive, sophisticated and demonstrably effective training, occurs after academics take up their first academic position. The United States is almost unique in not taking "in-service" training of university teachers seriously and relying largely on "preservice" training of graduate teaching assistants (GTAs). It is difficult to disentangle issues concerning the adequacy of preparation of future academics from the general context of values and rewards, from the nature of dominant performance indicators in teaching and research, and from the national context of the higher education market. This paper suggests that much of the Marx et al. article could have been written about any aspect of trying to improve teaching within systems where the market is driven by reputation, and where reputation is not about teaching--and it has been said many times before. To bring about much change in U.S. universities it may be necessary to change what reputation indicates, though that is a tall order. The phenomena described with such outrage are in large part a feature of North American higher education and are by no means universal or inevitable. [For "Isn't It Time We Did Something about the Lack of Teaching Preparation in Business Doctoral Programs?," see EJ1112595.]
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- 2016
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30. Engaging Transformed Fundamentals to Design Global Hybrid Higher Education
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Coates, Hamish, Xie, Zheping, and Hong, Xi
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The year 2020 began with grand ideas about building future higher education. Thereafter universities have been through a constant swirl of uncertainties and confusions as they respond to a novel suite of radically reconfigured fundamentals and prospects. This essay charts this journey in order to document 2020 experiences and to clarify evolving circumstances. We present our personal situations as the basis for articulating perspectives. We discuss shifts with higher education systems, education reconfigurations, research developments, the mobility of students, and faculty members. Finally, we explore the need and opportunity to design future higher education. Engaging with transformed fundamentals provides a means, we propose, to design a new, global hybrid higher education.
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- 2021
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31. Health and Employment Experiences of Chinese International Students in Australia
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Pang, Bonnie, Perrone, Lisa, and Wong, Jason
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Chinese international students represent a significant social, economic and cultural force in Australian society. Research has demonstrated that Chinese students enrich Australia not only through their economic contribution, but through soft diplomacy and cultural links. Despite this, and the recent rapid growth in the number of Chinese international students to the country, only a small number of studies have focused specifically on understanding the health and employment experiences of Chinese students in Australia. This paper examines interview data from an ethnographic study involving ten Chinese international students pursuing higher education in New South Wales, Australia. Topics concerning work rights and exploitation, migration, and cultural differences are touched upon within their health and employment experiences. This paper provides insights for those working with Chinese international students in the areas of health education and promotion, diversity and inclusion, employment and mobility studies. The results contribute to broader insights into the inward/outward mobility of higher education students and Australia's "National Strategy for International Education 2025."
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- 2021
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32. Scoping Academic Oracy in Higher Education: Knotting Together Forgotten Connections to Equity and Academic Literacies
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Heron, Marion, Baker, Sally, Gravett, Karen, and Irwin, Evonne
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Although the importance of developing students' academic literacies has been well-established, academic oracy has been forgotten. There is a paucity of attention to oracy in higher education, despite the key role played by students' oral communication in academic achievement and graduate employability. This study offers a scoping review of the international scholarly literature that does exist, to explore how oracy has been framed and discussed in higher education, and whether connections have been made with the equity agenda to widen participation to traditionally under-represented groups. Following Arksey and O'Malley's framework for scoping studies, the 31 papers reviewed suggest that oracy is framed in disparate ways, reflecting disconnected understandings of the range, breadth and possibilities for oracy teaching. An oracy as product perspective prevails in the studies, with oracy predominantly explored through monologic, monoglossic activities, assessments, and graduate attributes. The review has highlighted the need to recognise an "oracy for learning" perspective; to establish shared understandings of the features of oracy; and to embed the teaching of oracy practices that support all students, regardless of linguistic and educational background, within their disciplinary learning.
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- 2023
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33. Challenges and Success Factors of Transnational Higher Education: A Systematic Review
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Tran, Nguyen Hai Ngan, Amado, Carla Alexandra da Encarnação Filipe, and Santos, Sérgio Pereira dos
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This paper provides an analysis of the literature on transnational education to identify the key challenges and success factors for the sustainable operation of transnational higher education (TNE) programmes as perceived by key stakeholders. Probing the stakeholders' perspectives and applying a systematic approach, this study analyses 227 English-written articles retrieved from the Web of Science database published from 2000 to 2021. Key challenges identified include difficulties in managing the TNE programmes, ensuring quality assurance, adapting the curricula to the local contexts, accommodating offshore students' learning styles, creating studying environments for TNE students equivalent to those in the home institutions, ensuring preparedness of the academic staff, and facilitating the knowledge transfer in the host countries. The analysis also highlights six factors for the sustainable development of TNE programmes, including the effectiveness of the operations, the internationalization of the curricula, the transnational experience of the students, the development of the transnational staff, the existence of a proper regulatory framework in the host countries, and the development of a global systematic data collection for quality assurance. In addition, the evidence collected suggests that while the transition from domestic into a foreign programme can be rewarding, it demands appropriate planning and implementation.
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- 2023
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34. Insider Outsider Perspectives: Making Sense of First-Year Chinese International Students' Academic Experience
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Zheng, Haoran, Keary, Anne, and Filipi, Anna
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Researcher roles as insiders and outsiders are important in qualitative studies. Yet, the roles and perspectives of insider and outsider researchers working collaboratively in transnational learning contexts have received little research attention. This paper reports on a small-scale qualitative project that explored our research collaboration as insiders and outsiders. We investigated three undergraduate Chinese international pre-service teachers' academic experiences in one Australian university. The doctoral student researcher, as an insider who shared language and culture with the participants, undertook in-class observations and semi-structured interviews with the three participants while the outsider researchers developed and guided the overall project. In the course of data analysis, and using a reflexive lens, we were given insight into how our distinct cultural and linguistic identities and positionings steered our interpretations and enriched them as we made sense of them. In so doing we became aware of the ways in which our research plans and our own roles and dispositions were dynamically shaped and shifted as we worked with our participants and with each other. In this way, our research plan itself was changed while the process of interpreting the data became enriched and inspired confidence.
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- 2023
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35. Mapping the Integration of the Sustainable Development Goals in Universities: Is It a Field of Study?
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Murillo-Vargas, Guillermo, Gonzalez-Campo, Carlos Hernan, and Brath, Diony Ico
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This article maps the scientific production and the contents associated with the sustainable development goals and their integration with universities during the past 21 years. Although many of the topics related to sustainable development goals (SDGs) have been addressed in different studies for decades, it is since 2015 onwards that they gained greater prominence due to the inclusion of higher education as an important actor in the fulfillment of the 2030 agenda and the United Nations SDGs. For the purpose of this paper, a bibliometric analysis of 871 papers, 535 documents in Scopus, and 336 in Web of Science (WoS) from 1998 to 2019 was performed, and the Bibliometrix analysis tool was used. The objective of this mapping is to answer the following research question: Is the integration of the Sustainable Development Goals and Universities a field of study? An analysis of the network of collaborators and trend topics in Scopus and WoS allows us to identify the concurrence and relationships of some keywords, such as sustainable development, sustainability and planning, and some background words, such as humans and global health. In another analysis, the word "higher education" is related to change. This article suggests that the integration of the Sustainable Development Goals in Universities is becoming a field of study under exploration, with a peak of production in 2016 and that has remained stable in the last three years, but thanks to the leading role assigned to Universities, intellectual production should increase in the following years.
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- 2020
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36. Variables Affecting Student Motivation Based on Academic Publications
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Yilmaz, Ercan, Sahin, Mehmet, and Turgut, Mehmet
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In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers' classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey.
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- 2017
37. Proceedings of the International Conferences on Internet Technologies & Society (ITS), Education Technologies (ICEduTECH), and Sustainability, Technology and Education (STE) (Melbourne, Australia, December 6-8, 2016)
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International Association for Development of the Information Society (IADIS), Kommers, Piet, Issa, Tomayess, Issa, Theodora, McKay, Elspeth, and Isias, Pedro
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These proceedings contain the papers and posters of the International Conferences on Internet Technologies & Society (ITS 2016), Educational Technologies (ICEduTech 2016) and Sustainability, Technology and Education (STE 2016), which have been organised by the International Association for Development of the Information Society and co-organised by the RMIT University, in Melbourne, Australia, December 6-8, 2016. The Internet Technologies & Society conference aims to address the main issues of concern within WWW/Internet as well as to assess the influence of Internet in the Information Society. The International Conference on Educational Technologies (ICEduTech) is the scientific conference addressing the real topics as seen by teachers, students, parents and school leaders. The International Conference on Sustainability, Technology and Education (STE) aims to address the main issues which occur by assessing the relationship between Sustainability, Education and Technology. Full papers in these proceedings include: (1) ECG Identification System Using Neural Network with Global and Local Features (Kuo Kun Tseng, Dachao Lee and Charles Chen); (2) Smartening Up: Ongoing Challenges for Australia's Outback (Lucy Cradduck); (3) Extraction of Graph Information Based on Image Contents and the Use of Ontology (Sarunya Kanjanawattana and Masaomi Kimura); (4) Applicability of Domain-Specific Application Framework for End-User Development (Takeshi Chusho); (5) Application of Business Intelligence System in Company Restructuring Process: The Case of Croatia (Iva Bakula, Katarina Curko, Mirjana Pejic Bach and Vesna Bosilj Vukšic); (6) Method to Identify Deep Cases Based on Relationships between Nouns, Verbs, and Particles (Daisuke Ide and Madaomi Kimura); (7) Leveraging Data Analysis for Domain Experts: An Embeddable Framework for Basic Data Science Tasks (Johannes-Y. Lohrer, Daniel Kaltenthaler and Peer Kröger); (8) Investigating the Identity Theft Prevention Strategies in M-Commerce (Mahmood Hussain Shah, Javed Ahmed and Zahoor Ahmed Soomro); (9) Electronic Invoice in Costa Rica: Challenges for Its Implementation (Juan José Ramírez-Jiménez, Mario De La O-Selva and Roberto Cortés-Morales); (10) Car App's Persuasive Design Principles and Behavior Change (Chao Zhang, Lili Wan and Daihwan Min); (11) Evaluating the Quality of Experience of a System for Accessing Educational Objects in Health (Miguel Wanderley, Júlio Menezes Jr., Cristine Gusmão and Rodrigo Lins); (12) An Evaluation of iPad As a Learning Tool in Higher Education within a Rural Catchment: A Case Study at a South African University (Ruth Diko Wario, Bonface Ngari Ireri and Lizette De Wet); (13) Towards a Framework to Improve the Quality of Teaching and Learning: Consciousness and Validation in Computer Engineering Science, UCT (Marcos Lévano and Andrea Albornoz); (14) MOOCs--Theoretical and Practical Aspects: Comparison of Selected Research Results: Poland, Russia, Ukraine, and Australia (Eugenia Smyrnova-Trybulska, Ewa Ogrodzka-Mazur, Anna Szafranska-Gajdzica, Nataliia Morze, Rusudan Makhachashvili, Tatiana Noskova, Tatiana Pavlova, Olga Yakovleva, Tomayess Issa and Theodora Issa); (15) Evaluating the Design and Development of an Adaptive E-Tutorial Module: A Rasch-Measurement Approach (Allaa Barefah and Elspeth McKay); (16) Analysing Students' Interactions through Social Presence and Social Network Metrics (Vanessa Cristina Martins da Silva and Sean Wolfgand Matsui Siqueira); (17) Differences between Perceived Usefulness of Social Media and Institutional Channels by Undergraduate Students (Leandro Sumida Garcia and Camila Mariane Costa Silva); (18) Integrate WeChat with Moodle to Provide a Mobile Learning Environment for Students (Zhigao Li, Yibo Fan and Jianli Jiao); (19) Scaling a Model of Teacher Professional Learning--to MOOC or Not to MOOC (Deirdre Butler, Margaret Leahy, Michael Hallissy and Mark Brown); (20) A Preliminary Study on Building an E-Education Platform for Indian School-Level Curricula (Rajeev Kumar Kanth and Mikko-Jussi Laakso); (21) Automated Assessment in Massive Open Online Courses (Dmitrii A. Ivaniushin, Dmitrii G. Shtennikov, Eugene A. Efimchick and Andrey V. Lyamin); (22) Application of Digital Cybersecurity Approaches to University Management--VFU Smart Student (Anna Nedyalkova, Teodora Bakardjieva and Krasimir Nedyalkov); (23) Developing a Technology Enhanced CSO Course for Engineering Students (Erno Lokkila, Erkki Kaila, Rolf Lindén, Mikko-Jussi Laakso and Erkki Sutinen); (24) Teaching Data Science to Post Graduate Students: A Preliminary Study Using a "F-L-I-P" Class Room Approach (Sunet Eybers and Mariè Hattingh); (25) Educational Robots in Primary School Teachers' and Students' Opinion about STEM Education for Young Learners (Eugenia Smyrnova-Trybulska, Nataliia Morze, Piet Kommers, Wojciech Zuziak and Mariia Gladun); (26) Towards the Successful Integration of Design Thinking in Industrial Design Education (Omar Mubin, Mauricio Novoa and Abdullah Al Mahmud); (27) International Study Tours: A Key to 21st Century Academic and Industry Exchanges (Ana Hol, Danielle Simiana, Gilbert Lieu, Ivan Ong, Josh Feder, Nimat Dawre and Wakil Almazi); (28) A Rethink for Computing Education for Sustainability (Samuel Mann); (29) Technical Education as a Tool for Ensuring Sustainable Development: A Case of India (Gagan Deep Sharma, Raminder Singh Uppal and Mandeep Mahendru); (30) Evaluating Eco-Innovation of OECD Countries with Data Development Analysis (Reza Kiani Mavi and Craig Standing); (31) Revealing Greenwashing: A Consumers' Perspective (Anne Brouwer); and (32) Benchmarking Anthropogenic Heavy Metals Emissions: Australian and Global Urban Environmental Health Risk Based Indicators of Sustainability (Nick Dejkovski). Short papers in these proceedings include: (1) Racing to the Future: Security in the Gigabit Race? (Mark A Gregory and Lucy Cradduck); (2) An E-Learning System with MR for Experiments Involving Circuit Construction to Control a Robot (Atsushi Takemura); (3) Simulations for Crisis Communication: The Use of Social Media (Siyoung Chung); (4) Social Networking Framework for Universities in Saudi Arabia (Sulaiman Alqahtani); (5) Rethinking E-Learning Media: What Happens When Student "Like" Meets Professor "Me"? (Stephen Arnold); (6) Telling the Story of Mindrising: Minecraft, Mindfulness and Meaningful Learning (Deirdre Butler, Mark Brown and Gar Mac Críosta); (7) Green IT Model for IT Departments in Gulf Cooperation Council (GCC) Organisations (Abdulaziz Albahlal); (8) How Does the Use of Mobile Devices Affect Teachers' Perceptions on Mobile Learning (Dong-Joong Kim, Daesang Kim and Sang-Ho Choiv); (9) Categorizing "Others": The Segmentation of Other Actors for "Faith in Others" Efficacy (FIO) (Chi Kwan Ng and Clare D'Souza); (10) Design Thinking: A Methodology towards Sustainable Problem Solving in Higher Education in South Africa (Keneilwe Munyai); and (11) New Ecological Paradigm and Sustainability Attitudes with Respect to a Multi-Cultural Educational Milieu in China (Mona Wells and Lynda Petherick). Reflection papers in these proceedings include: (1) Synthetic Biology: Knowledge Accessed by Everyone (Open Sources) (Patricia Margarita Sánchez Reyes); (2) Envisioning the City of the Future: Knowlege Societies vs. Entertainment Societies (Yolanda Alicia Villegas González); (3) Blue Ocean Strategy for Higher Education (Ricardo Bragança); (4) Exploring How Digital Media Technology Can Foster Saudi EFL Students' English Language Learning (Abdulmohsin Altawil); (5) Cloud Computing in Higher Education Sector for Sustainable Development (Yuchao Duan); and (6) Exploring Connectivism in the Context of Online Social Trading (Endrit Kromidha). Posters in these proceedings include: (1) A Preliminary Investigation into the Information Sharing Behavior of Social Media Users after a Natural Disaster (Yukiko Maruyama); (2) Effects of a Technology-Friendly Education Program on Pre-Service Teachers' Perceptions and Learning Styles (Dong-Joong Kim and Sang-Ho Choi); (3) Use of Cognitive and Metacognitive Strategies in Online Search: An Eye-Tracking Study (Mingming Zhou and Jing Ren); (4) Development of a Diagnostic System for Information Ethics Education (Shingo Shiota, Kyohei Sakai and Keita Kobayashi); (5) A Practical Study of Mathematics Education Using Gamification (Kyohei Sakai and Shingo Shiota); (6) Demonstrating the CollaTrEx Framework for Collaborative Context-Aware Mobile Training and Exploration (Jean Botev); (7) Development of Training/Self-Recognizing Tools for Disability Students Using a Face Expression Recognition Sensor and a Smart-Watch (Taku Kawada, Akinobu Ando, Hirotaka Saito, Jun Uekida, Nobuyuki Nagai, Hisashi Takeshima and Darold Davis); and (8) Analysis of Usage Trends of Social Media and Self-Esteem by the Rosenberg Scale (Hiroko Kanoh). Finally, one doctoral consortium is included: A Model for an Information Security Risk Management (ISRM) Framework for Saudi Arabian Organisations (Naser Alshareef). An author index is provided. Individual papers contain references.
- Published
- 2016
38. Examination of the Researches on the Use of Technology by Fine Arts Teachers
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Rakhat, Berikbol, Kuralay, Bekbolatova, Akmaral, Smanova, Zhanar, Nebessayeva, and Miyat, Dzhanaev
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The aim of this study was to determine the examination of the researches about the use of technology by fine arts teachers. The study was conducted according to the content and citation analysis model. In this context, Web of Science (WOS) Core Collection indexes were included. In the document scanning in the WOS environment, the keywords 'Fine arts', 'Teachers' and 'Technology' were searched. In total, 169 documents were examined and analysed one by one. They were analysed according to year, document type, WOS content category, country, source title, organisation and citation, authors, publication language and categories. As a result of this research, the first study was conducted in 2004, while the most studies were conducted in 2016. It was concluded that the published studies had the most Proceedings papers as the document type. The area where the studies of fine arts teachers on the use of technology are mostly carried out is Education Educational Research, according to the Web of Science content category. The most researched title in the distribution according to the Source Title field is 'International Multidisciplinary Scientific Conferences on Social Sciences and Arts.' The university with the most studies is Kazan Federal University. The 19 authors who conducted the studies have a large number of studies in this field. It was concluded that other authors had only one study in the field. Again, when we look at the distribution of the countries and documents according to the language of writing, the country with the most studies is China and the language of the documents is English. The area continues to evolve.
- Published
- 2021
39. Is Employer Engagement Effective in External Quality Assurance of Higher Education? A Paradigm Shift or QA Disruption from Quality Assurance Perspectives in Asia
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Hou, Angela Yung Chi, Hill, Christopher, Justiniano, Dewin, Lin, Arianna Fang Yu, and Tasi, Sandy
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Due to global attention on student employability, employers are expected to be involved in institutional governance in higher education and quality assurance (QA). Due to the difficulties in recruiting motivated employers to participate in external QA governance and process, this has become a challenging issue in many Asian nations. The paper aims to explore employer legitimacy in Asian national higher education regulations and EQA system according to a four-dimensional diagram of institutional governance model. There are two major findings. First, Asian governments developed QA policies with a focus on employer engagement but the emerging practice is still ineffective. Second, approaches of employer engagement in QA governance vary context to context, such as HK and Malaysia in the excellence mode; Taiwan, Indonesia, Australia, New Zealand belong to advanced type; and China, Thailand, and Vietnam fall in the intermediate category.
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- 2022
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40. Exploratory Study of MOOC Learners' Demographics and Motivation: The Case of Students Involved in Groups
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Bayeck, Rebecca Yvonne
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This paper reports preliminary findings on students enrolled in a massive open online course, who were also assigned to work in groups. Part of a larger study on the effect of groups on retention and completion in MOOCs, the paper provides students' demographics (i.e., location, gender, education level, and employment status), and motivation for taking the course. Findings show that women outnumbered men and that students mostly enrolled into the course because of a friend. Indeed, research on MOOCs demonstrates that men outnumber women and that educational pursuit and professional development are the main motivators for taking MOOCs. Yet, this paper shows that when group work is included in a MOOC, women participate more. Furthermore, for students assigned to groups in a MOOC, friends are the principal incentive for enrolling into the course. These results are discussed in light of previous research, and implications for teaching and learning in online environments addressed.
- Published
- 2016
41. Why Do Chinese International Students Studying in Australia Repatriate? Australian Chinese Graduates Tell It All
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Singh, Jasvir Kaur Nachatar
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Scholarly articles on the repatriation of international students mainly derive from the United States and the United Kingdom. Little is known as to why Chinese international students studying in Australia repatriate home. This paper closes the gap by employing semi-structured interviews with 19 Chinese graduates who studied at one Australian university and returned home upon graduation. Based on a thematic analysis, the results of this study highlight the push and pull factors for their repatriation decision back to their homeland, China. The push factors include stricter Australian migration policy, discrimination towards Chinese graduates by Australian employers and difficulty in obtaining suitable employment in Australia. Conversely, the pull factors include China's booming economy and family pressures. The paper also discusses the micro (graduates and higher learning institutions) and macro (Australia and China economic) implications of the repatriation decisions made by Chinese graduates.
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- 2020
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42. Participant Chinese Teacher and Student Perceptions of an International Teaching Practicum with Australian Pre-Service Teachers
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Jin, Aijing, Foley, Annette, and Cooley, Dean
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Insights into local Chinese teacher and student views of an international teaching practicum with Australian pre-service teachers are the focus of this paper. A qualitative content analysis was undertaken on teacher and student accounts captured through individual interviews with four teachers and questionnaire survey with 186 students. The paper uncovers how teachers and students perceived what they experienced in the practice of intercultural communication on teaching and learning. Emphasised in the analysis is the importance of situating discussions within the Chinese social cultural context, acknowledging the influence of traditional Chinese cultural values and educational conceptions on their teaching and learning practice. The findings reveal meaningful insights into intercultural comprehension involving teaching strategies, learning content and assessment and classroom management. The study's findings highlighted that this international teaching practicum was a beneficial and valuable experience for participant Chinese students and teachers. The study also highlighted a potential gap in the preparation of Australian pre-service teachers and the Chinese students and Chinese teachers, regarding culturally specific and culturally aware competencies.
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- 2020
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43. Developing Professional Communication Skills: Perceptions and Reflections of Domestic and International Graduates
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Sonnenschein, Katrine and Ferguson, Janet
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Communication is considered a crucial skill set by employers who require universities to develop students' communication skills, to meet their requirements in the workplace. This study focuses on graduates' perceptions of their skill in professional communication; its development during their studies; and its value when making the transition to employment. The paper is based on two studies undertaken in Australia with interviews with graduates. The graduates are both of Australian and Chinese origin working in Australia and China across various industries. Presentation skills, writing, and intercultural skills were considered most important. Although most participants were satisfied with the way they had developed these skills at the Australian university, some international graduates needed more help from university to attain these skills. Recommendations regarding structured interventions for intercultural communication, work-integrated learning, and professional training of academic staff were provided.
- Published
- 2020
44. A Comparative Study of National Infrastructures for Digital (Open) Educational Resources in Higher Education
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Marín, Victoria I., Bond, Melissa, Zawacki-Richter, Olaf, Aydin, Cengiz H., Bedenlier, Svenja, Bozkurt, Aras, Conrad, Dianne, Jung, Insung, Kondakci, Yasar, Prinsloo, Paul, Qayyum, Adnan, Roberts, Jennifer, Sangrà, Albert, van Tryon, Patricia J. Slagter, Veletsianos, George, and Xiao, Junhong
- Abstract
This paper reports on the first stage of an international comparative study for the project "'Digital educational architectures: Open learning resources in distributed learning infrastructures--EduArc,'" funded by the German Federal Ministry of Education and Research. This study reviews the situation of digital educational resources (or (O)ER) framed within the digital transformation of ten different Higher Education (HE) systems (Australia, Canada, China, Germany, Japan, South Africa, South Korea, Spain, Turkey and the United States). Following a comparative case study approach, we investigated issues related to the existence of policies, quality assurance mechanisms and measures for the promotion of change in supporting infrastructure development for (O)ER at the national level in HE in the different countries. The results of this mainly documentary research highlight differences and similarities, which are largely due to variations in these countries' political structure organisation. The discussion and conclusion point at the importance of understanding each country's context and culture, in order to understand the differences between them, as well as the challenges they face.
- Published
- 2020
45. Improving Postgraduate Students' Scientific Literacy and Self-Efficacy Using International Collaborative Research Workshops: An Exploratory Case Study in a Chinese University
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Zhang, Qing, Wang, Jingmin, Ji, Ruihong, and Huang, Tairan
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Postgraduate education in China bears the dual mission of "high-end talent supply" and "scientific and technological innovation" as delegated by the Ministry of Education of China (2017). Improve the quality of postgraduate student training and management is essential for Chinese universities to meet this requirement. This paper investigates the practical effectiveness of using a specially designed, internationally collaborative research training workshop to enhance new Chinese postgraduate students' scientific literacy and self-efficacy. The research results show that the workshop, which integrates seminar presentations and both individual and group-based student activities, is of practical significance for improving the experiences of first-year postgraduate students. The findings indicate the application of enactive mastery and vicarious learning strategies in research training workshop effectively boost students' motivation, confidence and feeling of accomplishment at their early research career, and can provide ongoing benefits to support Chinese students to further develop research skills and capabilities. The positive findings in this exploratory study can inform future research projects to examine the transferability of this research training workshop model in the broader Chinese higher education context.
- Published
- 2020
46. The Challenges and Opportunities for Chinese Overseas Postgraduates in English Speaking Universities
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Liu, Xu
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An increasing number of Chinese students pursue their higher education degree in an overseas university. This research paper sets out to raise a discussion about some of the major challenges that such Chinese postgraduates might experience when studying at universities in English speaking countries drawing from ethnographic and sociological perspectives. The paper seeks to enhance understanding of a growing phenomenon amongst student communities in Higher Education institutions in English speaking countries. The challenges faced by Chinese students can be disorientating and stressful but overcoming them can lead to opening up of a range of opportunities from which the students can benefit particularly after they have graduated from their study. As many HE institutions come to depend upon the growing number of Chinese students enrolling with them the paper touches upon an issue of cross national concern. Both authors have experience of students seeking to study in English-speaking countries. They are currently pursuing research at the Institute of Education, University College London. The present paper is drawn from a wider programme of research into student exchanges and flows.
- Published
- 2015
47. Students' Commuting Pattern from the Viewpoint of Environmentalism: Comparing Australia with China
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Soltani, Ali, Allan, Andrew, Nguyen, Ha Anh, and Berry, Stephen
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Purpose: This paper aims to clarify the differences between students' travel behaviours in Australia and China and the association between students' environmental attitudes and their travel behaviours in both countries. Design/methodology/approach: The paper extensively reviewed most of existing literature work on commuting patterns of higher education students with referring to different studies around the world and then used it to build a theoretical framework and conceptual model to relate the travel patterns of students to built environment, personal demographics and environmental knowledge/consideration. An online survey was used with 230 students at Mawson Lakes campus of University of South Australia and Beiyangyuan campus of Tianjin University (China). Statistical tests (i.e. mean test, one-way analysis of variance, factor analysis) were used to analyse the data. Findings: The study reveals that a high dependence on private vehicles amongst students at the Mawson Lakes campus, whilst a more environmentally sustainable modal choice dominated at the Beiyangyuan campus. Those who studied at Mawson Lakes campus tended to have stronger involvement in environmental activities than their counterparts at Beiyangyuan campus, which presented a clear association between environmental awareness and the travel behaviours of the sampled students. Research limitations/implications: The study focussed on two respective campuses of both universities in Australia and China. Future work could be expanded with students at all campuses of two universities. Practical implications: The study affirmed the value of nurturing environmental awareness for students in both universities to encourage more environmentally sustainable travel behaviours amongst students. The paper provides policy recommendations such as establishing infrastructure, and facilities for new stream of mobility included sharing bike schemes, which would be very practical due to flexibility and cost effectiveness within University campuses. The paper attempted to transfer lessons from Chinese bike friendly society to Adelaide's car dominated campus. Originality/value: This study brings remarkable contributions as comparing university students' travel behaviours in two different nations. It is the first one in Australia, which links the environmental concerns among university students with their travel behaviours. The paper was successful in getting the gap between theory and practice filled to some extent. The paper has a capability to be used as an evidence-base work in the area of sustainability education.
- Published
- 2019
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48. Higher Education Student Finance between China and Australia: Towards an International Political Economy Analysis
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Croucher, Gwilym, Zhong, Zhou, Moore, Kenneth, Chew, Jonathan, and Coates, Hamish
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This paper analyses the international financing of higher education, an important yet understudied facet of contemporary policy and practice. The paper takes the globally significant China-Australia relationship as a case study. This paper argues that analysing the international political economy of the China-Australia case better illuminates the dynamics of financials flow through situating them in their socio-political context. Through such analysis, the paper makes empirical contributions of relevance to policy and practice. It also contributes more broadly to reframing the design of work in this field by asserting the methodological need for analysing international finance and the conceptual need to take such matters into account.
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- 2019
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49. The Urgent Challenge Facing by University Leaders: Measuring Internationalisation Performance
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Gao, Yuan
- Abstract
Higher education has been deeply involved in the process of globalisation and has experienced consequent changes. In order to successfully operate in the globalised higher education landscape, universities worldwide continue to foster a commitment to internationalisation. As internationalisation has become a central concern of universities, more sophisticated information and useful tools are needed to help with mapping and measuring the phenomenon. This article examines how internationalisation is being measured in different universities in Australia and China. Through in-depth interviews with university leaders and head of office, the study presents an analysis of the current practice in 15 selected universities in relation to measuring the degree of internationalisation. The findings of the study shed light on the importance of the assessment of internationalisation as well as the obstacles impeding the development of effective measures for it.
- Published
- 2014
50. Mental Health Risks for Chinese International Students in Australia: Enduring Problems, Possible Solutions
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Zhao, Jian, Chapman, Elaine, and O'Neill, Marnie
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This paper explores existing evidence on indicators of risk to the mental health status of Chinese students studying in Australian universities prior to the COVID-19 pandemic. Studies published from January 1999 to January 2020 were considered. Findings indicated that Chinese students routinely report increased levels of fear, stress, anxiety, depression and social problems, as well as decreased levels of general well-being, while studying in Australia. Numerous factors may exacerbate the issues confronted by Chinese university students studying in Australia, including language barriers; social, academic and financial difficulties; challenges associated with the different education systems of the two countries; and their own underuse of available mental health services. Recommendations for further practice and research are presented based on these findings.
- Published
- 2022
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