scholarly journals Strategies to Meet The Challenges Of Global Education: Prospects of Asian Higher Education

2018 ◽  
Vol 1 (1) ◽  
pp. 31-36
Author(s):  
Sabur Khan
Keyword(s):  
Higher Education ◽  
Human Development ◽  
Poverty Alleviation ◽  
Global Education ◽  
Skills Training ◽  
Related Factors ◽  
Economic Progress ◽  
Globalization Of Education ◽  
Globalized World ◽  
Education Process

Since human development is a key input to the goal of inclusive and shared economic growth and poverty alleviation, we need to put considerable emphasis on human development. Human capital, in a broad sense, includes education, skills, training, health and other related factors of work forces that determine their overall productivity and capacity to seize opportunities created by economic progress. In  this globalized  world,  the  idea and thoughts  of  internationalization  of  higher  education  especially  in  developing countries like Bangladesh has been deduced from globalization of education process.

scholarly journals Understanding of economism and commercialization in the system of higher education: empirical analysis

2021 ◽  
Vol 106 ◽  
pp. 03005
Author(s):  
Maryna Stryhul ◽  
Olena Khomeriki ◽  
Marianna Khomeriki
Keyword(s):  
Higher Education ◽  
Economic Growth ◽  
Sustainable Development ◽  
Social System ◽  
System Change ◽  
Social Changes ◽  
Economic Progress ◽  
The Social ◽  
Globalization Of Education ◽  
Investments In Education

The main point of the article is to analyze the essence of the phenomena of economism and commercialization in the system of higher education. Economism is seen as a part of globalization of education. It is noted that scientists argue that investments in education lead to the economic growth, reduce the income inequality and increase employment. It is worth noting that the processes of economization belong to the most important factors of the economic development of the country and cause social changes. Education is considered as a powerful factor of social development, social and economic progress and sustainable development of the social system. The aim of the article is to represent the phenomena of commercialization and economism in the system of higher education throughout the methods of sociological knowledge. It is mentioned that commercialization is one of the tendencies of education system change.

scholarly journals Internationalisation of Higher Education in Central and Eastern Europe: Conceptualisation of the Definition Inside the Region

2021 ◽  
Vol 46 ◽  
pp. 119-131
Author(s):  
Monika Orechova
Keyword(s):  
Higher Education ◽  
Eastern Europe ◽  
Global Education ◽  
Central And Eastern Europe ◽  
Eastern European ◽  
Internationalisation Of Higher Education ◽  
Eastern European Countries ◽  
Anglophone World ◽  
Education Discourse ◽  
Education Process

The article sets out to analyse previous research on the internationalisation in higher education in Central and Eastern Europe with a particular focus on the conceptualisation of ‘internationalisation’. While there is quite a lot of research regarding both theory and implementation of internationalisation, the majority of it is conducted in the West and the most commonly accepted definition hails from the research traditions of the Anglophone world. This literature review shows that when researchers in Central and Eastern European countries use the term ‘internationalisation’, they either refer to a policy change encouraged (or necessitated) by a supranational institution or global education discourse, or an education process through which an international or intercultural dimension is integrated into higher education.

International students’ lived experiences in a predominantly White institution in Southwest Florida

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Clarisse Halpern ◽  
Hasan Aydin
Keyword(s):  
Higher Education ◽  
International Students ◽  
Predominantly White ◽  
Lived Experiences ◽  
Global Education ◽  
The United States ◽  
Predominantly White Institution ◽  
Southwest Florida ◽  
White Institution ◽  
Dominant Society

AbstractYearly, thousands of international students seek the United States to further their education, bringing cultural and financial capital into the country. Though previous studies have examined international students’ experiences adapting to the receiving country, research is needed to investigate their lived experiences in a predominantly White institution (PWI). Thus, a narrative inquiry was applied to explore international students’ life stories at a PWI in Southwest Florida. Data collection comprised in-depth individual interviews with 12 participants that resulted in four themes: multiracial identities, otherness, self-representation in the dominant society, and perceptions of the dominant culture. The narratives revealed challenges related to isolation, segregation, and feelings of inferiority, contributing to understanding the value of diversity and global education in higher education. Recommendations are included to better serve international students in higher education institutions.

POWERPOINT IN HIGHER EDUCATION: DEVELOPMENT, TRANSFORMATION AND THE PRESENT STATE

2021 ◽  
Vol 54 (2) ◽  
pp. 97-103
Author(s):  
Alexander R. Polyanin ◽  
◽  
Sergey N. Korotun ◽  
Dmitry A. Baranov ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Present State ◽  
Positive Impact ◽  
Empirical Studies ◽  
Education Development ◽  
Technical Application ◽  
Higher Education Development ◽  
Marketing Environment ◽  
Classroom Time ◽  
Education Process

PowerPoint appeared over 35 years ago and has taken a firm place in education. The massive use of the program began in the mid-90s. The program has gone from an interesting technological novelty to an irreplaceable element of a modern lecture. Such a rapid introduction into ed-ucation took place without extensive empirical studies of a positive impact of this program, the initial scope of which was the marketing environment, on the education process. The article in-dicates that PowerPoint already in the late 1990s was subjected to certain criticism, the initial reasons for which were its technological imperfection, problems of its technical application. Over the decades, the program has undergone a number of modernizations, which, together with the development of demonstration technologies, has brought it today to a qualitatively new level. However, even today PowerPoint continues to raise questions from researchers. A sepa-rate problem was the question of the expediency of such massive use of the program, which today seeks to fill 100% of the classroom time. Most of the guides for using the program do not take into account the specifics of the use of slides and are aimed at the implementation of design rather than pedagogical tasks. The problem of stimulating audience activity at lectures using this program has not been solved yet.

ENGLISH-MAJORED STUDENTS’ PERSPECTIVES ON THE FACTORS BOOSTING LEARNER AUTONOMY DEVELOPMENT

2020 ◽  
Vol 65 (12) ◽  
pp. 37-45
Author(s):  
Thao Tran Quoc ◽  
Dai Vo Quoc
Keyword(s):  
Higher Education ◽  
Content Analysis ◽  
Qualitative Data ◽  
Education Institution ◽  
Learner Autonomy ◽  
Ho Chi Minh City ◽  
Parental Factors ◽  
Related Factors ◽  
Autonomy Development ◽  
Major Factors

This paper presents the findings of a qualitative study exploring students’ perspectives on the factors boosting learner autonomy (LA) development. This study involved 393 English-majored students from a Ho Chi Minh City based higher education institution in answering open-ended questionnaires. The content analysis approach was used to analyze the qualitative data. The findings revealed that three major factors, viz. teacher-related factors, school-related factors and parental factors were believed to positively affect students’ LA emergence. However, research participants reckoned that teacher-related factors had a major role in boosting students’ LA development while school-related factors and parental factors played contributing roles in shaping students’ LA.

scholarly journals Latin American Universities: Stuck in the Twentieth Century

2017 ◽  
pp. 26-28 ◽  
Author(s):  
Marcelo Knobel ◽  
Andrés Bernasconi
Keyword(s):  
Higher Education ◽  
Twentieth Century ◽  
Latin America ◽  
Latin American ◽  
Education Sector ◽  
American Universities ◽  
Economic Progress ◽  
Flagship Universities ◽  
Latin American Universities

The higher education sector in Latin America has fallen short of its promise of spearheading cultural, social, and economic progress for the region. As higher education changes to meet the challenges on the new century, the few flagship universities of Latin America are called upon to lead. However, these universities face both internal and external obstacles that hinder their full modernization, threatening their leadership.

Complexities of learning organizations – addressing key methodological and content issues

2018 ◽  
Vol 25 (6) ◽  
pp. 443-454
Author(s):  
Nataša Rupčić
Keyword(s):  
Higher Education ◽  
Learning Environment ◽  
Learning Organizations ◽  
Middle Managers ◽  
Empirical Work ◽  
Project Work ◽  
Related Factors ◽  
Content Type ◽  
Learning Challenges

Purpose The purpose of this paper is to highlight challenges regarding methodological approach in studying learning organizations as well as the following content related issues: knowledge harvesting in project work, role of middle managers in creating energized learning environment, structuring individual activities to promote learning, impact of context-related factors (spaces of performance) and content-related factors (storytelling) on learning in higher education and diverging assessments of learning organizations with regard to hierarchy and organizational size. Design/methodology/approach Conclusions and models presented in the paper have been designed based on the systems perspective, critical thinking and critical review of previous contributions. Findings Findings refer to suggestions regarding further empirical work based on solid normative contributions in the field of learning organizations in general and its specific topics such as learning in project work, organizational design, role of middle managers, learning organization perceptions and learning challenges in higher education. Research limitations/implications Conclusions and models provided in the paper need further empirical testing and validation. Practical implications Implications for practitioners have been identified in terms of recommendations regarding possible methodological approaches in further studies of learning organizations, as well as regarding the following areas: knowledge creation cycle, structuring of individual activities to promote learning, role of middle managers in creating energized learning environment, learning challenges in higher education and divergent assessments of learning organizations regarding organizational hierarchy and size. Originality/value Contributions from previous authors have been systemically and critically reviewed, adapted models have been provided and suggestions for practitioners in this regard have been offered.

scholarly journals Exploring global responsibility in higher education students’ cross-cultural dialogues

2018 ◽  
Vol 18 (2) ◽  
pp. 218-233 ◽  
Author(s):  
Elina Lehtomäki ◽  
Josephine Moate ◽  
Hanna Posti-Ahokas
Keyword(s):  
Higher Education ◽  
Global Education ◽  
Cross Cultural ◽  
Current Debate ◽  
Educational Transformation ◽  
Education Professionals ◽  
Personal Significance ◽  
Global Responsibility ◽  
Qualitative Thematic Analysis ◽  
Future Education

This study engages with current debate around global education and internationalization of higher education(HE). There is an identified need to critically reflect on how global education commitments are introduced to HE students, and how the debates are brought to individual as well as institutional levels. The study explores how students in a Finnish university develop their understanding of global education, citizenship and potential dispositions towards global responsibility. The students participated in an international seminar on the global Education for All (EFA) process, with purposefully planned participatory activities and cross-cultural dialogues, and reflected on their learning about the global process in assignments. A rigorous qualitative thematic analysis was conducted on the students’ written learning assignments ( n = 43). The analysis revealed that students learned about the global EFA process and targets, and reflected on general and personal significance of the process as well as the connections between the local and global. They placed the responsibility for educational transformation in three distinct levels: the ‘other’; ‘we’; and ‘I’. The findings suggest that purposefully designed learning activities guide students to develop their understanding of global education and to disposition themselves as responsible future education professionals, both prerequisites of global citizenship and transformation of education.

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