scholarly journals Comparing National Approaches to the Study of Intelligence

2020 ◽  
Vol 21 (3) ◽  
pp. 298-337
Author(s):  
Damien Van Puyvelde ◽  
James J Wirtz ◽  
Jean-Vincent Holeindre ◽  
Benjamin Oudet ◽  
Uri Bar-Joseph ◽  
...  
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
Teaching And Learning ◽  
The United States ◽  
Learning Opportunities ◽  
Government Information ◽  
The United Kingdom ◽  
Intelligence Studies ◽  
Scientific Meetings

Abstract This forum compares and contrasts national experiences in the development of intelligence studies from the perspective of seven countries: France, Japan, Israel, Romania, Spain, the United Kingdom, and the United States. The discussion is structured around a comparative framework that emphasizes five core dimensions that, we posit, are essential to the emergence of this subfield: access to relevant government information, institutionalization of research on intelligence and security in a higher education setting, periodic scientific meetings and networks, teaching and learning opportunities, and engagement between researchers and practitioners. The forum demonstrates how researchers working in different contexts and disciplines have overcome similar challenges to broaden our understanding of secret government practices.

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.

International Perceptions of Cyberbullying Within Higher Education

2017 ◽  
Vol 28 (4) ◽  
pp. 144-156 ◽  
Author(s):  
Julie Marie Luker ◽  
Barbara C. Curchack
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
Policy Development ◽  
The United States ◽  
Professional Role ◽  
Evidence Based ◽  
The United Kingdom ◽  
Do So ◽  
Cyberbullying Policy

In this study, we investigated perceptions of cyberbullying within higher education among 1,587 professionals from Australia, Canada, the United Kingdom, and the United States. Regardless of country or professional role, participants presented essentially the same bleak picture. Almost half of all participants observed cyberbullying between students within the last year, about one in every five intervened in an incident, and only 10% felt completely prepared to do so. Likewise, 85% of participants perceived their institution to be less than completely prepared to handle cyberbullying, with fewer than 50% even aware whether their school had a cyberbullying policy and fewer than 25% having a policy that specifically addresses cyberbullying. The majority of participants perceived cyberbullying as negative; however, approximately 10% dissented from this view. Finally, a group-serving bias was replicated; cyberbullying was perceived as more problematic at other institutions than their own. This research calls for evidence-based, systematic policy development and implementation, including how to train those who see cyberbullying as a positive phenomenon.

scholarly journals Change, technology and higher education: Are universities capable of organisational change?

2010 ◽  
Vol 26 (8) ◽  
Author(s):  
Stephen Marshall
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
New Zealand ◽  
Organisational Change ◽  
The United States ◽  
University Culture ◽  
The Past ◽  
The United Kingdom ◽  
E Learning

Technology and change are so closely related that the use of the word innovation seems synonymous with technology in many contexts, including that of higher education. This paper contends that university culture and existing capability constrain such innovation and to a large extent determine the nature and extent of organisational change. In the absence of strong leadership, technologies are simply used as vehicles to enable changes that are already intended or which reinforce the current identity. These contentions are supported by evidence from e-learning benchmarking activities carried out over the past five years in universities in the United States, the United Kingdom, Australia and New Zealand.

scholarly journals Students’ perceptions of BIM education in the higher education sector

2017 ◽  
Vol 31 (5) ◽  
pp. 293-304 ◽  
Author(s):  
M. Shelbourn ◽  
J. Macdonald ◽  
T. McCuen ◽  
S. Lee
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
Focus Groups ◽  
Good Practice ◽  
The United States ◽  
Engineering Construction ◽  
The United Kingdom ◽  
Building Information ◽  
Building Life Cycle

The use of building information modelling (BIM) has increased in the global architecture, engineering, construction and owner-operated (AECO) industries. This increased use has contributed to a recognition by project stakeholders of its importance across the building life cycle, leading higher education institutions to rethink their AECO provisions. There has been much debate about how BIM should be employed in undergraduate curricula: should it be included as a stand-alone subject in a programme or as an underlying theme across the programme? Research has also been conducted into theories of practice with regard to BIM education. This article builds on previous research in the codeBIM project and describes students’ perceptions of current practice in the United States and the United Kingdom. The article begins with a literature review of current theories of BIM teaching in AECO and a summary of good practice. The use of focus groups is described and the findings from focus group sessions held in the United Kingdom and the United States are discussed. The authors identify six key areas required for BIM to be inclusive in higher education: collaborative curricula, space, teamwork, relevance to the industry, technical/technological skills and the role of the professor or lecturer. Each of these areas is discussed in light of the findings from the focus groups.

Statistics in Journalism Practice and Higher Education

2017 ◽  
pp. 471-484 ◽  
Author(s):  
Jairo A. Lugo-Ocando
Keyword(s):  
Higher Education ◽  
United States ◽  
United Kingdom ◽  
Integrated Approach ◽  
The United States ◽  
Teaching Materials ◽  
Journalism Studies ◽  
The United Kingdom ◽  
Journalism Students

Drawing from comparative experiences in the United Kingdom and the United States, this chapter examines the issues and challenges of trying to teach statistics to journalism students. In so doing, it discusses the epistemological reasons why should journalism studies as a field incorporate statistics while arguing in favour of a re-examination of the overall curricula in British universities. The chapter deals with issues of resource, competences and abilities of those called to teach statistics in this area as well as the limitations and constrains in terms of resources and teaching materials. The chapter finally calls for an integrated approach in which statistics is not taught as a silo but instead embedded into the wider syllabus.

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