Interweaving local cultural knowledge with global competencies in one higher education course: an internationalisation perspective

2021 ◽  
pp. 1-16
Author(s):  
Leechin Heng ◽  
Hui-Chin Yeh
Keyword(s):  
Higher Education ◽  
Cultural Knowledge ◽  
Global Competencies

Re-imaging Aboriginal leadership in higher education – A new Indigenous research paradigm

2018 ◽  
Vol 62 (3) ◽  
pp. 276-288 ◽  
Author(s):  
Linda Payi Ford ◽  
Kathy Gotha Guthadjaka ◽  
James Walung Daymangu ◽  
Bettina Danganbar ◽  
Colin Baker ◽  
...  
Keyword(s):  
Higher Education ◽  
Northern Territory ◽  
Cultural Knowledge ◽  
Women's Leadership ◽  
Indigenous Research ◽  
Paradigm Shifts ◽  
Aboriginal Communities ◽  
The Past ◽  
Aboriginal Women ◽  
Leadership In Higher Education

This article focuses on leadership by women in Indigenous research in the higher education sector of Australia. The research that provided the context for this exploration of Indigenous women’s leadership involved archiving ceremonial cultural knowledge from the Daly and Wagait regions of the Northern Territory. The article introduces the concept of Aboriginal corporeality and the struggle within colonial Australia and through to the present to prevent its erasure from Australia’s history. This struggle is referenced in the paradigm shifts underway in Indigenist research. The article acknowledges the past commitments of powerful Aboriginal women to the advancement of their clans’ people under the new circumstances that they had to confront from the 1880s. It is argued that the cultural agenda of these women prepared the ground for the advances in Indigenist research reported in this article. The article concludes with an example of the close, culturally significant partnership that was forged by the research project across two Aboriginal communities of the Northern Territory.

scholarly journals Pembentukan wawasan global mahasiswa dalam mata kuliah Pendidikan Kewarganegaraan di FKIP Universitas Ahmad Dahlan

2016 ◽  
Vol 13 (1) ◽  
Author(s):  
Syifa Siti Aulia
Keyword(s):  
Higher Education ◽  
Character Education ◽  
Learning Process ◽  
Citizenship Education ◽  
Teaching And Learning ◽  
Character Development ◽  
Qualitative Approach ◽  
Global Competence ◽  
Global Competencies ◽  
Good Citizen

This research was aimed at answering about globalizing challenges citizen, especially young citizen. Teaching and learning in higher education including Citizenship Education is still conventional emphasizing learning process as the process of inculcating the value of smart and good citizen mainly related to the establishment of global competence of citizens. This study uses qualitative approach to explore the meaninful of practices and sciences of Citizenship Education as character education and global competencies of citizens. Practically, this research was expected to provide for practitioners and scientists of education, especially for Citizenship Education as character development courses in college, especially in the formation of global competencies of young citizens.

scholarly journals Cultural Wealth

2019 ◽  
Vol 6 (1) ◽  
pp. 62-89
Author(s):  
Sharon leonie Brown
Keyword(s):  
Higher Education ◽  
Critical Race Theory ◽  
Cultural Capital ◽  
Doctoral Students ◽  
Academic Culture ◽  
Doctoral Degree ◽  
Cultural Knowledge ◽  
Survival Strategies ◽  
Diverse Students ◽  
Cultural Wealth

Graduate students who come from a background where neither parent has pursued higher education or specifically, who are Women of Colour (WOC), lack important cultural capital that could otherwise threaten or derail their pursuit of a doctoral degree. Yet, even with this prior familial knowledge, WOC still succeed because they depend on their developed cultural wealth (CW) to navigate through their doctoral studies. To thoroughly analyze this assessment, a theoretical framework that included: critical race theory, cultural capital theory, and Womanist theory was implemented. A six-item structured instrument was utilized to examine the educational experiences of 10 WOC doctoral students who were attending an elite Canadian university. The aim of the survey was to assess how these diverse students cultivated unique forms of CW through the telling of their stories.  An analysis of the data revealed six categories of cultural wealth that were significant and instrumental in graduate student achievement. These elements were: 1) Mother’s Influence, 2) Age Capital, 3) Survival Strategies, 4) Navigating Academic culture or “Know- How” 5) Mentorship, and 6) Spirituality.  The majority of the participants interviewed acquired; grants, publishing and funding opportunities, possessed all six components. Findings of this study suggest that experiential/cultural knowledge of WOC is valuable and important for further research in higher education; and that academic supervisors and administrators should consider using cultural knowledge as a guide and tool for practical mentorship, academic development, and supervision to ensure successful outcomes for current and future diverse students, especially for WOC in doctoral programs.

scholarly journals Implications for Canadian Higher Education Internationalisation Policies

2012 ◽  
Vol 4 ◽  
pp. 73-86
Author(s):  
Allyson Larkin
Keyword(s):  
Higher Education ◽  
University Presidents ◽  
Learning Opportunities ◽  
Global Learning ◽  
Global Competencies ◽  
Universities And Colleges ◽  
International Partnerships ◽  
Canadian Higher Education

The desire to internationalise campuses and to provide students with global learning opportunities is evident in the association of Universities and colleges in Canada (AUCC) report Internationalizing canadian campuses. The report summarises a 2007 survey of canadian university presidents’ institutional internationalisation priorities. In the aUcc report, 95 per cent of university presidents in canada cite the formation of international partnerships and the achievement of global competencies among graduates as top institutional priorities (AUCC 3).

scholarly journals Italian University Museums at Time of Covid-19 Lockdown: How to Restore a “Sense of Normalcy”

2020 ◽  
Author(s):  
Michela Magliacani ◽  
Daniela Sorrentino
Keyword(s):  
Higher Education ◽  
Social Science ◽  
Public Service ◽  
Public Engagement ◽  
Cultural Knowledge ◽  
Third Mission ◽  
Higher Education Systems ◽  
The Social ◽  
Research Gap ◽  
Italian Context

Abstract The COVID-19 pandemic has had a dramatic impact on the normal conditions within which Higher Education systems are used to operate. This regards not only teaching and research, but also public engagement activities as a university Third Mission. As for the latter, there is scant literature on University Museums as subjects that transfer cultural knowledge to the community, so providing a relevant public service. Addressing this research gap, this study focuses on the critical Italian context, exploring how University Museums have responded to the COVID-19 lockdown. To this aim, the social science notion of resilience is adopted for interpreting the evidence on their ability to cope with the emergency. Data from legislative and statistical sources are complemented by a questionnaire administered to 34 University Museums. Findings show the ability of Italian University Museums to handle the ongoing emergency by carrying out digital and non-digital activities that prevent it to become worse. A conceptual model that highlights how University Museums contribute to transfer cultural knowledge also at a time of emergency is finally proposed.

scholarly journals Learning Outcomes of African Engineering Students in a Chinese Context: A Qualitative Study

2018 ◽  
Vol 4 (2) ◽  
Author(s):  
Jiabin Zhu ◽  
Bo Yang ◽  
Niancai Liu
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Engineering Students ◽  
Cultural Knowledge ◽  
African Students ◽  
Chinese Context ◽  
Higher Education System ◽  
Cross Cultural Communication ◽  
Internationalisation Of Higher Education ◽  
One Belt One Road

China’s ‘One Belt, One Road’ national strategy has brought about both opportunities and challenges to its higher education system and that of neighbouring countries. Increased internationalisation of higher education has resulted in Chinese universities attracting a large number of international students, including those from Africa. However, few studies have been conducted to assess the learning outcomes of African students in a Chinese context. This article provides insight into African engineering students’ self-reported learning outcomes and experiences after studying in China. The fndings reveal that academic and cultural knowledge, cross-cultural communication skills, teamwork skills and changes in personalities and professional vision are common areas of development. The article concludes with recommendations for the design of effective learning experiences. La stratégie nationale chinoise “une ceinture, une route” a généré des opportunités et des défs pour son système d’enseignement supérieur et celui des pays voisins. Avec l’internationalisation croissante de l’enseignement supérieur, les universités chinoises attirent un grand nombre d’étudiants internationaux, y compris des étudiants en provenance d’Afrique. Cependant, peu d’études ont tenté d’évaluer les acquis de l’apprentissage des étudiants africains dans le contexte chinois. Cet article offre un aperçu des acquis autodéclarés des étudiants ingénieurs africains et de leur expérience des études en Chine. Les résultats de ce projet exposent plusieurs domaines communs de développement : les connaissances académiques et culturelles, les compétences de communication interculturelle, la capacité à travailler en équipe et des changements de visions professionnelle et académique. Cet article conclut par des recommandations visant à créer des expériences d’apprentissage efcaces.

Community engagement, Indigenous heritage and the complex figure of the curator: foe, facilitator, friend or forsaken?

Curatopia ◽  
2019 ◽  
pp. 159-175 ◽  
Author(s):  
Bryony Onciul
Keyword(s):  
Higher Education ◽  
Community Engagement ◽  
First Nations ◽  
Indigenous Communities ◽  
Cultural Knowledge ◽  
Current Time ◽  
Complex Figure ◽  
The Uk ◽  
Physical Manifestation

Curation is increasingly recognised as a profession of high standing which requires extensive higher education. However, the proliferation of community engagement since the 1980s has placed new pressures and expectations on curators, thus complicating their role. This is particularly evident in the case of ethnographic curators working with indigenous communities. This chapter explores these issues by considering the ways that working with Blackfoot First Nations communities have affected the role and work of curators at three key museums, two in Canada and one in the UK. Historically museums, and de facto their curators, were often seen as an enemy by many indigenous communities as they appeared as a physical manifestation of colonialism. The historical practice of collecting sacred cultural material, and even the bones and bodies of indigenous people, have made museums synonymous with sites of death, both physical and cultural. Yet, nowadays they also present an exceptional resource and opportunity to revive and re-invigorate pre-colonial cultural knowledge and practice through their collections. Consequently, curators often find themselves in the dubious position of being both potential foe and ally. This is complicated further when curators work cross-culturally and try to embrace both indigenous and western ways of working, as this chapter explores. It has been argued that curators have moved from the position of ‘expert’ to that of ‘facilitator’ but this oversimplifies the complexities of voice, accountability and power in the representation of culture. There is a need for a more nuanced understandings of the pressures community engagement places on the role of curatorship, especially in this current time of increasing expectations on engagement and decreasing resources to support museological work.

scholarly journals Re-Imagining Community-Engaged Learning: Service-Learning in Communication Sciences and Disorders Courses During and After COVID-19

2020 ◽  
Vol 5 (6) ◽  
pp. 1542-1551
Author(s):  
Michelle A. Veyvoda ◽  
Thomas J. Van Cleave
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Service Learning ◽  
Health Care Disparities ◽  
Clinical Skills ◽  
Cultural Knowledge ◽  
Cultural Humility ◽  
Knowledge Gain ◽  
Engaged Learning ◽  
Community Partner

Purpose Community-engaged learning, often practiced through service-learning pedagogy, has been shown to have numerous benefits for both students and communities in communication sciences and disorders undergraduate and graduate programs. While service-learning typically involves students applying their knowledge and learned skills to help satisfy an expressed community need, the recent shift to online learning combined with shuttered community partner organizations may make some practitioners hesitant to pursue the pedagogy. This tutorial reviews the literature on service-learning, its use in online learning, and ways in which faculty in higher education can re-imagine and prioritize community engagement during and after the COVID-19 pandemic. Conclusions Continued community-engaged learning, whether through virtual, hybrid, or in-person practice, is still an essential component of a liberal education that can help students practice clinical skills, develop cultural humility and cross-cultural knowledge, gain an understanding of social inequities and health care disparities, and build positive relationships with their community. There are ways for faculty to re-imagine service-learning course delivery in order to maintain the virtues of higher education, sharpen clinical skills, and develop civic engagement among students.

scholarly journals TEACHING STUDENTS A FOREIGN LANGUAGEAS A COMPONENTOF PROFESSIONALLYORIENTED TRAININGOF FUTURE MANAGERS OF SOCIO-CULTURAL ACTIVITIES

2020 ◽  
pp. 25-31
Author(s):  
Serhiy DANYLYUK ◽  
Keyword(s):  
Higher Education ◽  
Foreign Language ◽  
Effective Means ◽  
Foreign Language Learning ◽  
Cultural Knowledge ◽  
Word Formation ◽  
Social Orientation ◽  
Teaching Staff ◽  
Mental Work ◽  
Cultural Activities

The article reveals the professional specifics of learning a foreign language, its focus on the implementation of the tasks of future professional activities of managers of socio-cultural activities. Attention is focused on a professionally oriented approach to teaching a foreign language at esta-blishments of higher education, which involves the formation in future managers of socio-cultural activities of ability of foreign language com-munication in specific professional, business,scientific fields and situations, taking into account the peculiarities of professional thinking. Vocational training is training based on the needs of future managers of socio-cultural activities in the study of a foreign language, which is dictated by the characteristics of the future profession or specialty. It is stated that in order to realize the didactic potential of a foreign language as an effective means of professional and social orientation of future managers of socio-cultural activities at establishments of higher education, the following conditions should be observed: 1) clear formulation of goals of foreign language speech activities; 2) social and professional orientation of these activities; 3) students’ satisfaction in solving partial problems; 4) formation of students’ ability to be creative in solving partial problems; 5) favorable psychological climate in the teaching staff. A number of features of a foreign language as a subject are also revealed. In addition, a number of structural elements of the content component of the model of professionally oriented foreign language learning are identified: 1) communication skills by types of speech activities (speaking, listening, reading, writing) based on general and professional vocabulary; 2)language knowledge and skills, which include knowledge of phonetic phenomena, grammatical forms, rules of word formation, lexical units, terminology specific to a particular pro-fession; 3) socio-cultural knowledge, which aims to attract students not onlyto a new way of language communication, but also to the culture of the people who speak the language being studied; 4) edu-cational skills, rational methods of mental work, providing a culture of language acquisition in the educational environment and a culture of com-munication with native speakers

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