023 Evaluation of an innovative clinical syllabus to support university curricula

2018 ◽  
Author(s):  
L Porter ◽  
G Simpson ◽  
B Low ◽  
T Tonkin ◽  
N Gowers
Keyword(s):  
University Curricula

Reingold, N. (2017). Literature of English Modernism. History. Problematics. Poetics. A textbook. Moscow: RGGU.

2020 ◽  
Vol 1 (1) ◽  
pp. 276-281
Author(s):  
O. Yu. Panova
Keyword(s):  
Detailed Analysis ◽  
Critical Appraisal ◽  
Academic Discourse ◽  
Literary Modernism ◽  
Reading List ◽  
Weak Points ◽  
University Curricula ◽  
Points Of View ◽  
Selection Of

The review gives a write-up of the edition, its structure, composition and its material. The guidelines for teaching British literary Modernism, methods and concepts offered in the book are subject to a detailed analysis. The critical appraisal of its innovations, its tendency to extend and revise the canonical topics and the reading list, offer new points of view and unordinary approaches (in contrast with typical university curricula) is followed by critical remarks targeted at its weak points – poor reasoning and certain groundless pronouncements one sometimes comes across, principles that underlie the selection of material in particular chapters and paragraphs, correctness of style and conformity with the conventions of academic discourse. It is also emphasized that the book in question is a fascinating and enriching reading that will be duly appreciated by the students as well as colleagues and all readers interested in the British literary Modernism.

scholarly journals Decolonising Terrorism Journals

Societies ◽  
2021 ◽  
Vol 11 (1) ◽  
pp. 6
Author(s):  
Ilyas Mohammed
Keyword(s):  
Knowledge Production ◽  
Terrorist Attacks ◽  
The Past ◽  
Tremendous Amount ◽  
Muslim Majority ◽  
University Curricula ◽  
Amount Of Knowledge ◽  
The University ◽  
Tremendous Impact

Decolonisation of knowledge over the past few years has gained much traction among scholars and students in many countries. This situation has led to calls for the decolonisation of knowledge, academia, the university, and university curricula. That said, the knowledge production side of the terrorism industry, which sits inside academia, so far has escaped calls to decolonise. This situation is somewhat surprising because the terrorism industry has had a tremendous impact on many countries, especially Muslim majority ones. The 9/11 terrorist attacks have resulted in a tremendous amount of knowledge being produced and published on terrorism and counterterrorism. However, little is known about “who is publishing on terrorism and where they are based”. To this end, this paper adopts a decolonial approach and addresses the questions of “who is publishing on terrorism and where they are based” by analysing seven terrorism journals. It argues that most of the publications and knowledge on terrorism in the seven terrorism journals are produced by scholars with Western heritage and are based at Western institutions, which is connected to the coloniality of knowledge.

Teaching Business and Cyber Ethics to University Students

2015 ◽  
pp. 112-120
Author(s):  
Ghassan Al-Qaimari
Keyword(s):  
University Students ◽  
Ethical Issues ◽  
Ethical Values ◽  
Teaching Business ◽  
University Curricula ◽  
Cyber Ethics

This chapter looks at the gap that exists in university curricula worldwide in teaching Business and IT students ethical values and suggests that education can bridge the gap between ethics and professionalism. The chapter ends by proposing the contents of a course on ethics for Business and IT students that has been tried and tested and can be incorporated into university curricula in order to increase student awareness of ethical issues in the Business and IT-related fields.

Quality Assurance in Transnational Education Management

2015 ◽  
pp. 1271-1313 ◽  
Author(s):  
Gilbert Ahamer
Keyword(s):  
Quality Assurance ◽  
Quality Assessment ◽  
Mutual Understanding ◽  
Global Studies ◽  
Transnational Education ◽  
Education Management ◽  
Key Concepts ◽  
University Curricula ◽  
Complex Phenomena

This chapter deals with quality assessment for interdisciplinary university curricula. As a case study, it analyses the recently established “Global Studies” (GS) developmental curriculum at Graz University, Austria. After reviewing literature on concepts of quality for curricula, key concepts for multi-disciplinarity, inter-disciplinarity, and trans-disciplinarity, approaches for their monitoring, and necessary ingredients for multi-paradigmatic inputs, processes, and outputs, this chapter applies these criteria to the ethically and globalization-oriented curriculum Global Studies at Graz University, Austria. A practical set of criteria assessing quality in curricula and in courses is identified, a list of assessment exercises that have been performed so far is provided, and assessment of academic performance and suggestions for future improvements are given. Recommendations focus on the implementation of inter-paradigmatic mutual understanding and include setting up a regular, peer-oriented discourse among all stakeholders and founders of the curriculum and the inclusion of expertise into the curricula commission. All such concrete measures shall underpin the key capability of inter-paradigmatic studies, namely to see complex phenomena as perceived by other stakeholders, friend or foe.

Perspectives of the Entrepreneurial Education in the European and National Contexts

2020 ◽  
pp. 236-252
Author(s):  
Krystyna Heinz ◽  
Lubomír Nenička ◽  
Martina Chylková
Keyword(s):  
Learning By Doing ◽  
International Project ◽  
Multicultural Teams ◽  
Entrepreneurial Education ◽  
Post Evaluation ◽  
University Curricula ◽  
Reflective Evaluation ◽  
Intensive Programs

The following chapter presents the views of students who participated in the International Project Entrepreneurship and Communication in Multicultural Teams (ECMT+) within Erasmus+. The chapter focuses on the comparison of outcomes related to participants' self-reflective evaluation in the form of a self-reflective diary and an interview in two rounds of the ECMT Intensive Programs held in Wildau, Germany, in 2018 and in Roanne, France, in 2019. The goal of the chapter is to make contributions to university curricula development in terms of introducing “learning by doing” related to the selected topics identified by the Intensive Programs participants within the post-evaluation of the project. Comparing the reflection expressed in self-reflective diaries in 2018 and 2019, in the latter, it can be observed that the students are able to analyze their attitudes and reflections in a more complex way than in the former one.

Sign in / Sign up

Export Citation Format

Share Document