Building a Community for Educational Transformation in Higher Education

2020 ◽  
Author(s):  
Julia Reynolds-Cuellar ◽  
Glenda S. Stump ◽  
Aikaterini Bagiati
Keyword(s):  
Higher Education ◽  
Educational Transformation

scholarly journals Exploring global responsibility in higher education students’ cross-cultural dialogues

2018 ◽  
Vol 18 (2) ◽  
pp. 218-233 ◽  
Author(s):  
Elina Lehtomäki ◽  
Josephine Moate ◽  
Hanna Posti-Ahokas
Keyword(s):  
Higher Education ◽  
Global Education ◽  
Cross Cultural ◽  
Current Debate ◽  
Educational Transformation ◽  
Education Professionals ◽  
Personal Significance ◽  
Global Responsibility ◽  
Qualitative Thematic Analysis ◽  
Future Education

This study engages with current debate around global education and internationalization of higher education(HE). There is an identified need to critically reflect on how global education commitments are introduced to HE students, and how the debates are brought to individual as well as institutional levels. The study explores how students in a Finnish university develop their understanding of global education, citizenship and potential dispositions towards global responsibility. The students participated in an international seminar on the global Education for All (EFA) process, with purposefully planned participatory activities and cross-cultural dialogues, and reflected on their learning about the global process in assignments. A rigorous qualitative thematic analysis was conducted on the students’ written learning assignments ( n = 43). The analysis revealed that students learned about the global EFA process and targets, and reflected on general and personal significance of the process as well as the connections between the local and global. They placed the responsibility for educational transformation in three distinct levels: the ‘other’; ‘we’; and ‘I’. The findings suggest that purposefully designed learning activities guide students to develop their understanding of global education and to disposition themselves as responsible future education professionals, both prerequisites of global citizenship and transformation of education.

scholarly journals COVID-19 and crises of higher education: Responses and intensifying inequalities in the Global South

2021 ◽  
pp. 147821032110553
Author(s):  
Matt M Husain
Keyword(s):  
Higher Education ◽  
Global South ◽  
Special Issue ◽  
Neoliberal Globalization ◽  
Educational Transformation ◽  
Bottom Up ◽  
Equity In Education ◽  
Economic Framework ◽  
The Rich

This special issue contributes to the vibrant debates concerning the ‘responses and intensifying inequalities in the Global South’ underway with regard to COVID-19 and the subsequent crises of higher education. With neoliberal globalization in a deeper crisis by the pandemic, transforming higher education and teaching configurations in ways that appease the rich and powerful players, while simultaneously seeking to neutralize forms of equity in education. Rather than pointing fingers at the broken structures and wider external economic framework, we argue that re-centring the humanistic, holistic and bottom-up approach that frames the post-pandemic higher education offers a more useful framework for understanding educational transformation in the contemporary period.

Transformation of Higher Education in China

2019 ◽  
pp. 131-160
Author(s):  
Victor Wang ◽  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Teaching Methods ◽  
Educational Transformation ◽  
Higher Education System ◽  
Chinese Adult ◽  
The Status ◽  
Higher Education In China ◽  
Principles Of Andragogy ◽  
Education In China

Facilitated by the explosion of technologies, globalization is the catalyst for many changes in society and its workings. Higher education is no exception. In the present chapter from a teaching methods perspective, the authors consider China's higher education system and the transformations it is undergoing, largely as a response to globalization. Given that the employment capabilities of graduates are influenced by teaching methods they experienced throughout their education, and in turn, once gaining employment graduates' capabilities make some on the nation, it is appropriate and useful to adopt a teaching methods perspective on educational transformation. Thus, to further understanding of the status of teaching methods in China, the chapter reports on a study comparing Chinese adult education methods with Western educational methods. A conceptual framework of the principles of andragogy is used. The study results, consistent with other literature of adult education in China, indicate that some andragogical elements are used by Chinese educators.

Gamification Meets Mobile Learning

2019 ◽  
pp. 144-162
Author(s):  
Affah Mohd Apandi
Keyword(s):  
Higher Education ◽  
Mobile Learning ◽  
Digital Literacy ◽  
Global Economy ◽  
Industrial Revolution ◽  
Soft Skills ◽  
Thinking Skills ◽  
Educational Transformation ◽  
Technology Innovations ◽  
Collaborative Skills

Higher education in the era of Industrial Revolution 4.0 (IR 4.0) has given a brand new drive on Malaysian educational transformation. The impact of a numerous technology innovations in ICT towards Malaysian education is noticeable. Some existing jobs will be eliminated in this era, but more new jobs that require digital literacy are going to be created. Therefore, Education 4.0 must be able to produce graduates with excellent communication and collaborative skills. However, Malaysian Digest states that fresh graduates lack soft skills. Several approaches have been proposed by the Ministry of Higher Education for the purpose of enhancing students' soft skills. Therefore, by having technologies to help overcome this problem is sought after. This chapter describes the utilization of mobile learning and gamification in enhancing learner's soft skills. It elaborates the effectiveness of using gamification in mobile learning technique to develop learners' higher order thinking skills to help them succeed in a global economy.

Problem and project-based learning as an educational philosophy: A novel conceptual model for higher education

2021 ◽  
Vol 9 (3) ◽  
pp. 774-789
Author(s):  
Güneş Korkmaz ◽  
Keyword(s):  
Higher Education ◽  
Conceptual Model ◽  
Educational Philosophy ◽  
Teaching Method ◽  
Project Based Learning ◽  
Theory And Practice ◽  
Narrative Approach ◽  
Educational Transformation ◽  
Pbl Model ◽  
Shed Light

Educational transformation at universities driven by the radical changes in society, culture, politics, economy, technology and industry has changed the knowledge, skills and competences demanded from individuals in professional life. This has also led to the problem and project-based learning (PBL) to gain importance once again. PBL is a learning model that all curriculum components are oriented at problems. This study aims to analyze the evolution of PBL from a teaching method to educational philosophy and to propose a novel conceptual model for an institution-level PBL design. This paper is based on a narrative approach to analyze the literature, proposes new relationships among constructs and creates links between existing theories to give a novel and broader insight to the theories using a combination of theory synthesis, adaptation, typology, and model. We think that problem and project-based learning should be considered together to create a framework to design a curriculum in higher education to bridge the gap between theory and practice. Also, we believe that the PBL model we proposed in our study can shed light on the practice of the universities in performing their educational and societal roles.

scholarly journals Post-Pandemic of Covid-19 and the Need for Transforming Education 5.0 in Afghanistan Higher Education

2021 ◽  
Vol 3 (1) ◽  
pp. 29-39
Author(s):  
Mohammad Naim Rahim
Keyword(s):  
Higher Education ◽  
Paradigm Shift ◽  
Document Analysis ◽  
Qualitative Approach ◽  
Literacy Skills ◽  
Educational Institutions ◽  
Educational Transformation ◽  
Learning Skills ◽  
21St Century Learners ◽  
The Right

The study is aimed to lead the global educational transformation in Afghanistan to prepare higher education institutions for the post-pandemic of Covid-19. Today, the purpose of education has changed. Everything is just a click away; One can google the right answer. Therefore, there is an urgent need for redefining the national educational objectives and set new goals that are aligned with the new norms. The 21st-century learners are involved in an education that cooperates with their head, hearth, and hands. Thus, students should learn how to love, to be kind, and of course, to believe that the world is a joint home of all the creatures. To prepare learners with this global module of education, the study applied a qualitative approach using critical document analysis to establish an authentic understanding of the on-going paradigm-shift and provide practical potentials for Education 5.0 transformation. As a result, there are three categories of skills, namely learning skills, literacy skills, and life skills which help educational institutions to evolve towards the education 0.5. This article contributes to the post-pandemic educational settings in Afghanistan.

Engaging Faculty in Educational Transformation and Innovation by Connecting to the Campus Mission

2014 ◽  
Vol 3 (4) ◽  
pp. 192-199 ◽  
Author(s):  
Mary E. Rudisill
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Strategic Planning ◽  
Institutions Of Higher Education ◽  
Educational Transformation ◽  
Revenue Source ◽  
The Past ◽  
Strategic Plans ◽  
Effective Manner

Over the past 35 years, institutions of higher education have been involved in strategic planning in an attempt to promote their priorities and remain competitive in challenging economic times. Efforts have been made to improve the process and effectiveness of strategic planning over those years. Although strategic planning can be effective, the plan must be created properly and also implemented in an effective manner. Since online learning has become an increasingly important revenue source for many institutions of higher education, as well as an alternative way to provide instruction to students, it is typically included within institutional strategic plans and prioritized for growth. Ensuring that faculty “buy-in” to this goal and strategic priorities requires significant faculty engagement. In this paper, options for implementation and ways to promote engagement are discussed within a case study of how Auburn University kinesiology faculty took part in educational transformation and innovation by connecting to the campus mission.

Transformation of Higher Education in China

2021 ◽  
pp. 1202-1231
Author(s):  
Victor Wang ◽  
Geraldine Torrisi-Steele
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Teaching Methods ◽  
Educational Transformation ◽  
Higher Education System ◽  
Chinese Adult ◽  
The Status ◽  
Higher Education In China ◽  
Principles Of Andragogy ◽  
Education In China

Facilitated by the explosion of technologies, globalization is the catalyst for many changes in society and its workings. Higher education is no exception. In the present chapter from a teaching methods perspective, the authors consider China's higher education system and the transformations it is undergoing, largely as a response to globalization. Given that the employment capabilities of graduates are influenced by teaching methods they experienced throughout their education, and in turn, once gaining employment graduates' capabilities make some on the nation, it is appropriate and useful to adopt a teaching methods perspective on educational transformation. Thus, to further understanding of the status of teaching methods in China, the chapter reports on a study comparing Chinese adult education methods with Western educational methods. A conceptual framework of the principles of andragogy is used. The study results, consistent with other literature of adult education in China, indicate that some andragogical elements are used by Chinese educators.

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