Higher education require adaptation of students study abroad programs

Globalization includes transnational political, economic and cultural ideologies and values. Globalization has a significant impact on education as new positions can enter higher education and study abroad. The influx of foreign students in Slovakia increased significantly. Therefore, successful interaction with the school environment and constant adaptation to the country are crucial for all students. However, many students face challenges when they attend higher education outside their home countries. The article shows that various investigators have carried out a large number of studies on the factors that affect students’ ability to adapt to different global challenges. The article provides some results of students’ adaptation effects during the first year of the Technical University in Košice. in the Daily Life section, we recorded statistically significant results between groups (Ukrainian students and other foreign students). Globalization includes transnational political, economic and cultural ideologies and values. The findings of the research questionnaire have important meaning for educators to help students in their efforts to succeed in a period of globalization and in adaptation in real educational practice. The university must be prepared to meet students not only academically, but also socially and culturally.

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Study Abroad Perspectives On Institutional Operations

Contemporary Issues in Education Research (CIER) ◽

10.19030/cier.v3i4.192 ◽

2010 ◽

Vol 3 (4) ◽

pp. 13 ◽

Cited By ~ 3

Author(s):

Christie Boronico ◽

Jess Boronico

Keyword(s):

Higher Education ◽

Study Abroad ◽

Capacity Planning ◽

First Century ◽

New Haven ◽

Study Abroad Programs ◽

High Quality ◽

Private Institution ◽

Flow Capacity ◽

The University

The twenty-first century has brought about an increased emphasis on the contributions in higher education by way of study abroad programs. This paper introduces components of these contributions as they apply within the context of the University of New Haven (UNH). As a private institution of higher education, UNH faces challenges not unlike its peer institutions concerning innovative and value-adding curricular and co-curricular initiatives that impact on issues related to revenue generation and cash-flow, capacity planning and resident hall availability, and overall academic high quality. These issues are discussed within the framework of study abroad programs and their benefits.

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FORMATION AND DEVELOPMENT OF THE INTERNAL SYSTEM OF EDUCATION QUALITY ASSURANCE AT THE UNIVERSITY AS A FACTOR OF STATE SOCIO-ECONOMIC DEVELOPMENT

Vìsnik Sumsʹkogo deržavnogo unìversitetu ◽

10.21272/1817-9215.2020.4-11 ◽

2020 ◽

pp. 96-103

Author(s):

A. Artyukhov

Keyword(s):

Higher Education ◽

Economic Development ◽

Quality Assurance ◽

Foreign Students ◽

Education Institution ◽

The State ◽

Educational Services ◽

Socio Economic Development ◽

The University

The article is devoted to the description and analysis of factors that potentially and actually affect the socio-economic development of the state on the example of the higher education institution. It is established that at the system level the level of ensuring the quality of educational activities and the quality of higher education has a decisive influence on the formation of a positive image of a higher education institution. The results of a survey of students on the criteria for choosing a university to study are presented. Statistics on public funding of education in general and higher education in particular are presented and analyzed. It is established that, despite the formally high percentage of education funding from the level of GDP in absolute terms, the actual funding is low and needs to be strengthened by attracting external funding from customers. Attention is also paid to the state of development of educational services for foreign students. In a competitive environment at the national and international level, the decisive influence on the involvement of foreign students in the university is influenced by the structure of the training program, teacher qualifications, organization of the educational process in the classroom and so on. The article on the example of a higher education institution presents the main stages of formation and development of the internal system of quality assurance of education as an object of influence on the socio-economic development of the state. The development and/or improvement of internal quality assurance systems in universities is becoming a powerful basis for increasing university funding from external (personally involved) sources, reducing the outflow of applicants abroad and the successful provision of educational services to foreign students. At this stage, given the limited opportunities for funding of educational activities by the state (compared to EU countries), the successful implementation of the university development strategy is possible provided that systematic work is done to improve the quality of educational services for domestic and foreign citizens. As part of further research, it is planned to analyze the mutual impact of the education quality assurance system on the effectiveness of scientific activities, the provision of additional paid educational services, training for external customers and other sources.

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Assembling the Global University

Cases on Quality Teaching Practices in Higher Education ◽

10.4018/978-1-4666-3661-3.ch022 ◽

2013 ◽

pp. 366-377 ◽

Cited By ~ 1

Author(s):

Gray Kochhar-Lindgren

Keyword(s):

Higher Education ◽

Core Curriculum ◽

Cultural Practices ◽

Entrepreneurial University ◽

First Year ◽

Human Beings ◽

First Year Students ◽

Global University ◽

National Boundaries ◽

The University

This chapter examines the emergence of the global artistic-entrepreneurial university, the increasing importance of interdisciplinary and innovative pedagogies, and how these new emphases are shaping institutional change. The first section analyzes the global university as an “assemblage,” a process that gathers ideas, materialities, digitized platforms, and human beings into a new form of higher education. Because of the impacts on higher education of the flows of capital, technology, people, and cultural practices in both the “East” and the “West,” this form of the university transcends regional and national boundaries as it builds networks of learning around the world. The second section of the chapter focuses on the increasing importance of interdisciplinarity and developing active and integrative pedagogies organized around fundamental skills and questions. In order to ground the discussion in particular sites, the authors use examples from the University of Hong Kong’s new Core Curriculum and from the University of Washington Bothell’s Discovery Core for first-year students. In the final section, the chapter addresses what the next steps might look like as institutions change themselves to fit a globalized context. This section returns to the idea of the global university as a “hub of an ecology of studio-labs” (Parks, 2005, p. 57) and suggest that the “managerial” university is transitioning into a more flexible model of the “artistic-entrepreneurial” university in order to prosper in an extremely competitive and generative global environment.

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“Should I Go to Ireland or Mexico?”

Teacher Training and Professional Development ◽

10.4018/978-1-5225-5631-2.ch087 ◽

2018 ◽

pp. 1868-1885

Author(s):

Scott L. Roberts ◽

Kristina Rouech

Keyword(s):

Study Abroad ◽

Student Teachers ◽

Teacher Education Program ◽

Education Students ◽

Study Abroad Programs ◽

University Professors ◽

The University ◽

The Impact ◽

First Time ◽

Further Development

This chapter presents and discusses the experience of two university professors' participation in two different study abroad programs. Within the first two years of employment at the university, one professor went to Oaxaca and the other went to Ireland with groups of pre-student teachers. The chapter discusses previous literature and the impact of study abroad programs on teacher education, program basics from the authors' university, the authors' personal experiences travelling with students for the first time, commonalities and differences among the two programs, benefits from their experiences, and ideas for further development of effective study abroad programs for education students.

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Assessing the Composition Program on Our Own Terms

Handbook of Research on Assessment Technologies, Methods, and Applications in Higher Education ◽

10.4018/978-1-60566-667-9.ch010 ◽

2011 ◽

pp. 167-184

Author(s):

Sonya Borton ◽

Alanna Frost ◽

Kate Warrington

Keyword(s):

Higher Education ◽

Large Scale ◽

First Year ◽

First Year Composition ◽

English Departments ◽

Large Scale Assessment ◽

University Of Louisville ◽

Spellings Commission ◽

The University ◽

Theoretical Foundations

As Jacqueline Jones Royster articulated at the 2006 Conference on College Composition and Communication, English departments are already assessing themselves and should resist suggestions by the Spellings Commission on the Future of Higher Education that a standardized method of assessing students and programs in higher education is needed. In the fall of 2006, the University of Louisville was due to be reviewed by the Southern Association of Colleges and Schools (SACS). The First-Year Composition program chose to conduct an internal assessment in the fall of 2004. This chapter details the Composition program assessment conducted at the University of Louisville and includes a comprehensive analysis of its rationale, theoretical foundations, methodologies, and results. This chapter also articulates the difficulties of such a large-scale assessment as well as the uniquely local challenges faced during the process.

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Value Co-Creation in Faculty-Led Study Abroad Programs

Handbook of Research on Study Abroad Programs and Outbound Mobility - Advances in Higher Education and Professional Development ◽

10.4018/978-1-5225-0169-5.ch013 ◽

2016 ◽

pp. 325-348

Author(s):

Sven Tuzovic

Keyword(s):

Study Abroad ◽

Intercultural Competence ◽

Research Approach ◽

Resource Integration ◽

Global Learning ◽

Study Abroad Programs ◽

Operant Resources ◽

Value Realization ◽

University Experience ◽

The University

Study Abroad (SA) education has become an increasingly important educational program for teaching global learning and intercultural competence, maturity, and sensitivity of students. Since the price tag attached to SA programs can be daunting, the question arises how value can be defined and, more importantly, how value is created. Some scholars have used the principles of service-dominant logic proposed by Vargo and Lusch (2004) to suggest that students should be engaged as an active co-creator of the university experience. Utilizing a qualitative research approach this chapter proposes that the value process of SA programs consists of three stages: (1) value proposition and potential; (2) resource integration and value co-creation; and (3) value realization evaluation. This study identifies key roles of the participants and their operand and operant resources that guide the value co-creation process. The framework provides faculty with a way to understand, adapt, and manage resource integration and influence students' SA value realization processes.

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Selective Planning of the First Year Experience in Higher Education: A Sweden-Australia Comparative Study of Support

International Journal of Higher Education ◽

10.5430/ijhe.v7n2p128 ◽

2018 ◽

Vol 7 (2) ◽

pp. 128

Author(s):

Michael Christie ◽

Sorrel Penn-Edwards ◽

Sharn Donnison ◽

Ruth Greenaway

Keyword(s):

Higher Education ◽

First Year Experience ◽

Fourth Generation ◽

First Year ◽

Policy And Practice ◽

First Year Students ◽

Satellite Campus ◽

First Case ◽

Research Findings ◽

The University

Literature on the support of the First Year Experience (FYE) in institutions of Higher Education provides a range of modelled approaches. However, we argue that institutions still need to selectively plan which approach/es and attendant strategies are best suited to their particular contexts and institutional policy and practice frameworks and how their FYE is to be presented for their particular student cohort. This paper compares different ways of supporting students in their first year in two contrasting universities. The first case study focuses on a first year course at Stockholm University (SU), Sweden, a large, metropolitan, single campus institution, while the second investigates a strategy for supporting first year students using a community of practice at a satellite campus of the University of the Sunshine Coast (USC), a small regional university in South-East Queensland, Australia. The research contrasts a formal, first generation support approach versus a fourth generation support approach which seeks to involve a wider range of stakeholders in supporting first year students. The research findings draw conclusions about how effective the interventions were for the students and provide clear illustrations that selective planning in considering the institution’s strategic priorities and human, physical, and resource contexts was instrumental in providing a distinctive experience which complemented the institute and the student cohort. (212 words)

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Internationalization in the context of academic capitalism

Research in Comparative and International Education ◽

10.1177/1745499920901949 ◽

2020 ◽

Vol 15 (1) ◽

pp. 62-68

Author(s):

Susan Appe

Keyword(s):

Higher Education ◽

Academic Capitalism ◽

Academic Departments ◽

Graduate Degree ◽

Academic Quality ◽

Short Term ◽

Study Abroad Programs ◽

Short Term Study ◽

Central Offices ◽

The University

This article is written from the perspective of a faculty member in a professional graduate degree program who is committed to internationalization, but also notes its challenges given the context in which higher education finds itself. First, the article outlines the ways in which higher education is thinking about internationalization, in particular with a focus on faculty-led short-term study abroad programs. Second, the article juxtaposes internationalization with the current conversation and debates about academic capitalism. Finally, it ends with overarching topics that deserve further exploration and include: (a) that internationalization is often tailored to faculty interests but that this might make systemic assessment challenging; (b) that there are shifting relations among the university central offices related to internationalization processes and academic departments; and (c) given the academic capitalism debates, the article asks whether we can implement and assess our internationalization processes while still adhering to academic quality and credibility.

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Experiments in Cultural Anthropology Field School

Practicing Anthropology ◽

10.17730/praa.32.3.jw57848m80g4t712 ◽

2010 ◽

Vol 32 (3) ◽

pp. 9-12

Author(s):

Cassandra White

Keyword(s):

Study Abroad ◽

Cultural Anthropology ◽

Basic Training ◽

Study Abroad Programs ◽

University Of Florida ◽

Field School ◽

Field Schools ◽

The University ◽

To Receive ◽

Firsthand Experience

Undergraduate and graduate students in many areas of study (business, healthcare, education, law, and communications, for example) have multiple opportunities to receive firsthand experience in their discipline through internships. Within anthropology, "field schools" or study abroad programs often serve the purpose of internships in terms of providing the basic training students would need to learn how to do fieldwork. As an undergraduate and M.A. student at the University of Florida in the early 1990s, I attended three study abroad programs with an anthropology focus (in Mérida, Mexico; Brunnenburg, Italy; and Rio de Janeiro, Brazil); only one program (in Italy) was billed as a "field school," but all three provided excellent ethnographic training that would serve me well for future fieldwork.

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Motivational Priorities Analysis of Consumers

Management of the personnel and intellectual resources in Russia ◽

10.12737/12096 ◽

2015 ◽

Vol 4 (3) ◽

pp. 61-66

Author(s):

Булгакова ◽

V. Bulgakova

Keyword(s):

Higher Education ◽

High School ◽

Academic Progress ◽

First Year ◽

First Year Students ◽

Technological Institute ◽

Profile Changes ◽

Motivational Profile ◽

The University ◽

Graduating Students

The article discloses logic and accumulates key findings of the research of motivational priorities of first-year students of Biysk technological Institute (branch) and potential applicants (graduating students of high school of Biysk town). The research was conducted in the autumn 2014. This research shows how much seriously respondents take higher education and choice of the University and what an important thing of their future university is. Also the research let us determine if respondents’ motivational profile changes because of parametric characterization such as sex, academic progress, specialisation, etc, and if there are some differences in motives of getting higher education and choice of the university of potential and real applicants.

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