Writing Centers in the Higher Education Landscape of the Arabian Gulf

2018 ◽  
Keyword(s):  
Higher Education ◽  
Writing Centers ◽  
Arabian Gulf

Branding of Germany’s Transnational Education and its Potentials in the Arabian Gulf Region

2018 ◽  
Vol 2 (3) ◽  
Author(s):  
Sanaa Ashour
Keyword(s):  
Higher Education ◽  
Arabian Gulf ◽  
Current Debate ◽  
Transnational Education ◽  
Gulf Region ◽  
Demand For Education ◽  
Financial Gain ◽  
Arabian Gulf Region ◽  
Global Demand ◽  
Foreign Education

Transnational education (TNE), responding to the growing global demand for education, plays a fundamental role in the current debate on the internationalisation and globalisation of higher education. Conducting a systematic literature review, this paper examines the characteristics of German transnational education, which has little in common with the American and British models, the reasons for its limited presence in the Gulf and its potential for having a stronger footprint. Since education for Germany is a public good, financial gain has never been a decisive factor for German universities to venture abroad. Whilst the Gulf Region is the largest importer of foreign education, German TNE is only represented by one university there, compared to the overwhelming number of US, UK and Australian higher education institutions. Although the Gulf Region is considered as a lucrative and appealing market for foreign education, lack of engagement of German TNE there could be interpreted through public policy-related reasons. Since Germany has already established its footprint in creating a unique brand of TNE, the paper recommends to build upon the country’s expertise in low-risk option for Germany to invest in the Gulf. For this to materialise, Germany must build awareness of its unique brand to stand out among the competition. 

scholarly journals Mining writing center data for information literacy practices

2017 ◽  
Vol 45 (1) ◽  
pp. 100-116 ◽  
Author(s):  
Stephanie J. Graves ◽  
Kathy Christie Anders ◽  
Valerie M. Balester
Keyword(s):  
Higher Education ◽  
Information Literacy ◽  
Writing Center ◽  
Literacy Practices ◽  
Writing Centers ◽  
Literacy Intervention ◽  
Content Type ◽  
Research Libraries ◽  
Institutional Boundaries

Purpose The study aims to explore collaborations between writing centers and libraries which create opportunities for providing information literacy intervention for students doing researched writing. This case study gathered data from writing center logs to uncover if and how information literacy activity was occurring during consultations. Design/methodology/approach A representative sample of writing center logs recorded between September of 2013 and May 2014 was mined for frequencies of library and information literacy terms. Transaction logs were coded and analyzed according to the frames in the Association of College and Research Libraries Framework for Information Literacy for Higher Education. Findings Information literacy is discussed in only 13 per cent of consultations. Referrals to librarians accounted for less than 1 per cent of all transactions. Students most commonly asked for assistance in formatting citations, but deeper information literacy conversations did occur that provide opportunities for engagement with the Framework for Information Literacy for Higher Education. Research limitations/implications Transactions were examined from one university. Although findings cannot be generalized, the results were applicable to local services, and this study provides a model useful for libraries and writing centers. Practical implications This study provides ample direction for future collaborations that will take advantage of the intersections of information literacy and writing instruction to improve student research skills. Originality/value Although much has been written about partnerships between libraries and writing centers, this study uniquely demonstrates a model for data sharing across institutional boundaries and how one library mined existing data from a writing center.

ICT Integration in Post-Secondary English Teaching and Learning

2013 ◽  
pp. 179-193
Author(s):  
Christina Gitsaki ◽  
Abbad Alabbad
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
United Arab Emirates ◽  
Teaching And Learning ◽  
English Language ◽  
Arabian Gulf ◽  
Computer Assisted ◽  
Secondary English ◽  
Post Secondary ◽  
Fast Pace

The positive effects of computer-assisted language learning (CALL) have been widely acknowledged in the body of literature. While the majority of studies concern the use of CALL in the West, there is a dearth of research on the use of CALL in the Middle East and in particular in the Arabian Gulf where the English language plays a prominent role and being able to speak English is the passport to attending higher education and gaining employment. This chapter documents two case studies in higher education institutions in the Gulf, one in Saudi Arabia and one in the United Arab Emirates. The studies show how the use of CALL positively affected Arab students’ language skills and their attitudes towards learning English with technology, paving the way for further research in the Arabian higher education context, where the use of Information and Communication Technology (ICT) for teaching and learning is gaining ground at a fast pace.

scholarly journals Agency in the Writing Center: Examining the Importance of Student Autonomy in Higher Education

2020 ◽  
Vol 1 (1) ◽  
Author(s):  
Ryan Rodriguez
Keyword(s):  
Higher Education ◽  
Academic Performance ◽  
Academic Motivation ◽  
Writing Center ◽  
Writing Centers ◽  
Writing Skills ◽  
College Level ◽  
Student Autonomy ◽  
Rutgers University ◽  
Embedded Model

In college-level English courses, students often struggle to achieve satisfactory results in their writing. To remedy this, they seek help at campus writing centers, where a tutor helps them improve their writing skills and their academic performance. Yet, students experience tension between the classroom and the writing center that universities should seek to minimize. In my research, I discovered how different learning methods may either foster or suppress student autonomy. Further, I found that current methods—such as the course-embedded model for mitigating the tension between the writing center and the classroom—fail to empower the student. Using Rutgers University and its style of minimalist tutoring as a benchmark, I discuss the topics of autonomy and agency, student-led negotiation with authority, lack of academic motivation, and how we can bridge the pedagogical gap between the writing center and the classroom.

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