scholarly journals Balancing finances, politics, and public health: international student enrollment and reopening plans at US higher education institutions amid the COVID-19 pandemic

2021 ◽  
Author(s):  
Melissa Whatley ◽  
Santiago Castiello-Gutiérrez
Keyword(s):  
Public Health ◽  
Higher Education ◽  
International Student ◽  
Higher Education Institutions ◽  
Student Enrollment

scholarly journals International Student Enrollment: Evidence-Driven Strategies

2015 ◽  
pp. 20-21
Author(s):  
Rahul Choudaha
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
International Students ◽  
International Student ◽  
Higher Education Institutions ◽  
Data Driven ◽  
Student Enrollment ◽  
Application Process ◽  
Decision Making Processes

Higher education institutions often underestimate the importance of research in deepening the understanding of international student decision-making processes and developing enrollment strategies. Institutions must recognize the complexity, criticality and volatility of international student decision-making processes, and should invest in developing data-driven international enrollment strategies by proactively assessing needs, behaviors, and profiles of international students during difference stages of application process.

scholarly journals Another Missed Opportunity? Underfunding Australian Higher Education

2017 ◽  
pp. 17
Author(s):  
Anthony Welch
Keyword(s):  
Higher Education ◽  
International Student ◽  
Student Loans ◽  
Higher Education Institutions ◽  
Federal Budget ◽  
Long Period ◽  
Student Fees ◽  
Missed Opportunity

In the context of a long period of underfunded highereducation in Australia, the latest federal budget will do nothing to address theproblem. While the worst elements of former proposals were averted, the shifting ofmore of the burden of repaying student loans on to students, as well as failing tofund the full costs of research, and, in addition, imposing further “‘efficiencydividends”’ on higher education institutions, will only add to institutionalpressures to diversify income, increasing international student fees.

scholarly journals International Student Transitions

2021 ◽  
Vol 11 (2) ◽  
Author(s):  
Muhammad Sharif Uddin
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
International Students ◽  
International Student ◽  
Higher Education Institutions ◽  
Developed Countries ◽  
The United States ◽  
The United Kingdom ◽  
The U.S

Andrade and James Hartshorn (2019) surrounds the transition that international students encounter when they attend universities in developed countries in pursuit of higher education. Andrade and James Hartshorn (2019) describe how some countries like Australia and the United Kingdom host more international students than the United States (U.S.) and provides some guidelines for the U.S. higher education institutions to follow to host more international students. This book contains seven chapters.

Becoming Interculturally Adaptable

2020 ◽  
pp. 45-68
Author(s):  
Xiaofei Rao ◽  
Kristin Kew ◽  
Anita Hernández
Keyword(s):  
Higher Education ◽  
International Student ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Culture Shock ◽  
Chinese Students ◽  
Intercultural Experience ◽  
University Life ◽  
Intercultural Adaptation ◽  
Related Stress

The prevailing picture of intercultural adaptation among international student sojourners features a reified process of overcoming culture shock or culture-related stress and anxiety. In the context of increasing recruitment of Chinese students by German higher education institutions, there has been a growing interest in understanding Chinese students' intercultural adaptation experiences, and in exploring approaches that can be adopted by Chinese and German higher education to support these sojourners' learning experience. Drawing on a six-month mixed-methods study of 84 Chinese students attending German universities, researchers explored their intercultural experience regarding psychological, sociocultural, and educational aspects to university life. The challenges faced by these students are discussed in terms of psychological, sociocultural, and educational adaptations.

scholarly journals Evolving Best Practices in Crisis Communication: Examining U.S. Higher Education’s Responses to the COVID-19 Pandemic

2021 ◽  
Vol 4 (3) ◽  
pp. 451-484
Author(s):  
Brooke Liu ◽  
JungKyu Rhys Lim ◽  
Duli Shi ◽  
America Edwards ◽  
Khairul Islam ◽  
...  
Keyword(s):  
Public Health ◽  
Higher Education ◽  
Best Practices ◽  
Crisis Communication ◽  
Higher Education Institutions ◽  
Colleges And Universities ◽  
Organizational Contexts

The COVID-19 pandemic started in January 2020 and has rapidly spread around the globe. Among the institutions at the forefront of responding to COVID-19 are U.S. colleges and universities. These institutions frequently face crises, but they have not always managed these episodes successfully. Given the gravity of the pandemic, best practices research can help higher education institutions combat public health crises and other threats. This study examines and assesses the crisis communication of U.S. colleges and universities in response to the COVID-19 pandemic using the best practices framework. Findings indicate that higher education institutions have employed communication consistent with best practices, with some important modifications. Findings also answer calls to contextualize crisis communication best practices within specific organizational contexts and as a values-based framework.

scholarly journals Policies for Tobacco and E-Cigarette Use: A Survey of All Higher Education Institutions and NHS Trusts in England

2019 ◽  
Vol 22 (7) ◽  
pp. 1235-1238 ◽  
Author(s):  
Anna K M Blackwell ◽  
Daina Kosīte ◽  
Theresa M Marteau ◽  
Marcus R Munafò
Keyword(s):  
Public Health ◽  
Higher Education ◽  
Higher Education Institutions ◽  
Health Benefit ◽  
Public Health Benefit ◽  
Shared Spaces ◽  
Outdoor Spaces ◽  
Smoking Policies ◽  
Workplace Policies ◽  
The Impact

Abstract Introduction There is an absence of evidence regarding the impact of treating tobacco smoking and vaping equivalently in workplace policies. We aimed to describe and compare smoking and vaping policies in acute nonspecialist NHS Trusts (n = 131) and Higher Education Institutions (HEIs) (n = 131) in England. Methods We conducted a census of smoking and vaping policies through organizational websites searches and direct requests for information. We recorded whether and where smoking and vaping were permitted. Results Smoking was prohibited indoors in all organizations. No NHS Trust permitted smoking freely outdoors, in contrast with 60% of HEIs. In 27% of NHS Trusts and 33% of HEIs smoking was permitted in designated areas, while in 73% of NHS Trusts and 8% of HEIs smoking was prohibited anywhere on site. Vaping was prohibited indoors in all NHS Trusts and all but one HEI, but permitted freely outdoors in 18% of NHS Trusts and 75% of HEIs. Vaping was permitted in designated outdoor spaces in 23% of NHS Trusts: 21% had areas shared with smokers; 2% had separate vaping areas. Vaping was permitted in designated outdoor areas in 18% of HEIs, all of which were shared with smokers. Vaping was prohibited anywhere on site in 54% of NHS Trusts and 6% of HEIs. Conclusions Policies vary considerably in whether vaping and smoking are treated equivalently. Smoking policies in most HEIs should be reviewed to include more effective tobacco control approaches. Evidence is needed on the impact of imposing shared or separate spaces on vapers and smokers. Implications This report provides a comprehensive review of smoking and vaping policies in two types of organization across England. It highlights key discrepancies between current public health recommendations for vaping and existing workplace policies, which often lead to smokers and vapers sharing spaces. The report identifies the need for evidence on the impact of imposing shared spaces on smokers and vapers to inform workplace policies that maximize public health benefit.

scholarly journals Flipped learning in the context of postgraduate public health higher education: a qualitative study involving students and their tutors

2021 ◽  
Vol 18 (1) ◽  
Author(s):  
Robert Akparibo ◽  
Hibbah Araba Osei-Kwasi ◽  
Evans Atiah Asamane
Keyword(s):  
Public Health ◽  
Higher Education ◽  
Curriculum Design ◽  
Teaching And Learning ◽  
Higher Education Institutions ◽  
Learning Experience ◽  
Postgraduate Education ◽  
Flipped Learning ◽  
Postgraduate Students ◽  
Study Results

AbstractIn higher education institutions, there is a growing popularity of the use of flipped learning (FL) pedagogy to enhance the learning experience of students. At the undergraduate level, there is increasing evidence to demonstrate the potential benefits of this teaching and learning approach. However, at the level of the postgraduate education, evidence is limited on potential impact of FL on students’ learning experience. We conducted qualitative in-depth interviews and focus groups involving postgraduate students and tutors to explore their perspectives of FL. Campus-based students pursuing the masters of public health (MPH) course, and their tutors at the School of Health and Related Research (ScHARR), University of Sheffield, UK were sampled to participate in the study. Tutors generally demonstrated good knowledge and understanding of the concept of FL and its application, although different tutors use different terms to describe FL. Motivations for the use of FL among tutors were identified as: decision informed by available evidence; curriculum design suited for FL; knowledge/expertise acquired through participating in an online FL short course; advise from colleagues and perception of how higher education students should be learning. Students’ views about FL suitability for their courses were generally positive, with only a few students showing a dislike of this teaching and learning method. Our study results show that tutors and postgraduate students in public health higher education place high value on FL pedagogy, and reported positive experiences of their encounter with the FL pedagogy. The results are encouraging and suggest that higher education institutions running postgraduate masters’ degree courses, particularly public health, could consider adopting and using FL approach to enhance the learning experiences of their students.

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