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In this paper the authors will review research on international projects which have used communications technologies, primarily email and web-based video conferencing, to bring learners together across geographic, political, religious and cultural boundaries in the interest of building more cohesive communities in places frequently characterised by conflict and sometimes by violence. The body of research draws mainly on examples based on elementary and secondary schools, primarily in Europe and Israel, so the data do not bear directly on postsecondary education. In presenting this information here, the authors hope to do two things: (1) to make a case that a focus on technology-supported community cohesion has a place in postsecondary education; and (2) to raise questions about how such a focus might be structured and what it might achieve. That is, they hope to focus attention on the lessons that postsecondary educators may learn from the way K-12 schools are using online technologies to promote community cohesion.

In the Winter, 2015, issue of the "College Quarterly," Donovan McFarlane provided some guidelines for the use of case studies in college teaching based in part on his own experience and in part on the published literature. This was not the first time that case-based teaching was the focus of work in the "College Quarterly." Skliarenko & Bhardwaj (2004) provided a very brief introduction to case-based teaching, but their article was primarily focused on providing a highly detailed business teaching case focused on Bombardier Inc. The case was meant to be of value in teaching about market research and market analysis. The article really did not deal with the way that case (or cases in general) would/could/should be used in teaching. Part of McFarlane's (2015) concern was that many college and university faculty might make ineffective use of cases due to insufficient understanding of the process. He particularly noted that the available cases, including some of those from Harvard, were too long and/or too complex to work well in many classrooms. His paper included suggestions for how to make more effective use of cases in teaching. In the present article, Bill Hunter builds upon and extends the advice that McFarlane provided. He does this in a series of articles dealing with research on and resources for a variety of active learning models, including case-based teaching. Herein, Hunter provides relevant theory and research on constructivist learning, the principles of which underlie all of the active learning models.

Countries with similar levels of economic development often implement different education ICT policies. Much of the existing research attributes such differences to economic and political factors. In this paper, we examine the development of ICT policy and implementation in the two parts of Ireland and in two Canadian provinces and find that historical, social and cultural differences also play an important role in the way ICT policies develop. In particular, we see differing historical perceptions of the role of the state and church in education playing a more important role than has hitherto been recognized. (Contains 2 notes.)

To contribute to the valuable and ongoing debate regarding the definition of global citizenship and global competency, this study proposes a definition developed through the use of a Delphi Technique involving human resource managers at top transnational corporations, senior international educators, United Nations officials, inter-cultural trainers, and foreign government officers. This definition is used as the foundation for the development of a survey to determine the knowledge, skills, and attitudes and experiences necessary to be considered globally competent. The survey was sent to 133 representatives from universities that self-nominated for recognition in the "Profiles of Success at Colleges and Universities--Internationalizing the Campus 2003" (NAFSA: Association of International Educators publication) and the transnational corporation human resource officials serving as members of the National Foreign Trade Council's Expatriate Management Committee and Global Mobility Roundtable. Results are reported and discussed, and a proposed curricular plan is presented based on the findings. (Contains 2 tables and 1 figure.)