scholarly journals Finding New Ways: Developing a Co-Constructed Approach to Excursions in Higher Education

2018 ◽  
Vol 41 (4) ◽  
pp. 369-381 ◽  
Author(s):  
Danny Towers ◽  
Chris Loynes

Background: Outdoor Experiential Education (OEE) in the United Kingdom is steeped in tradition. Established practices limit the ability of outdoor professionals to respond to the global challenges of the modern world through locally relevant ways. Internationally, Higher Education (HE) is also currently subject to considerable challenges and its continued relevance can be gauged through its ability to become meaningful in a rapidly changing and pluralistic world. Purpose: We examine the impact of our pedagogical approach to working with international students, developing professional practice informed by one place, set within the context of the needs of the world and framed by the question “what kind of outdoor educator do you want to become?” Methodology/Approach: The authors used Dewey’s concept of occupations as an organizing principle for the curriculum. Four excursions involving 86 students were facilitated and reviewed. Findings/Conclusions: The norms of traditional OEE practices were predominantly overcome and innovative ways of co-creating knowledge emerged. Implications: If outdoor educators develop their own occupation in the context of wider needs, they can become place-responsive as well as continuously open to change.

2021 ◽  
Vol 8 (7) ◽  
Author(s):  
Fayyaz Hussain Qureshi ◽  
Sarwar Khawaja

<p>The Covid-19 pandemic has impacted every aspect of human life. It has disrupted people’s lifestyles around the world and international students are no exception. Every industry has been affected, including higher education (HE); for the first time ever in the HE sector, learning and teaching adopted online platforms to deliver the curriculum. At the same time, there has been growing interest in the business of international students across the globe. More than five million international students are currently studying in higher education institutions (HEIs) outside their home countries. It is often assumed that HEIs consider international students a source of revenue and, therefore, seek to recruit as many as possible. The United Kingdom is the second largest and most popular global destination for international students after the United States. The primary purpose of this study is to assess the impact of COVID-19 on international student enrolment around the world in general and in the UK in particular. Our findings show that international students are cash cows, and COVID-19 had a significant impact on the recruitment of international students. </p><p> </p><p><strong> Article visualizations:</strong></p><p><img src="/-counters-/edu_01/0865/a.php" alt="Hit counter" /></p>


Author(s):  
Yi-Tui Chen

Although vaccination is carried out worldwide, the vaccination rate varies greatly. As of 24 May 2021, in some countries, the proportion of the population fully vaccinated against COVID-19 has exceeded 50%, but in many countries, this proportion is still very low, less than 1%. This article aims to explore the impact of vaccination on the spread of the COVID-19 pandemic. As the herd immunity of almost all countries in the world has not been reached, several countries were selected as sample cases by employing the following criteria: more than 60 vaccine doses per 100 people and a population of more than one million people. In the end, a total of eight countries/regions were selected, including Israel, the UAE, Chile, the United Kingdom, the United States, Hungary, and Qatar. The results find that vaccination has a major impact on reducing infection rates in all countries. However, the infection rate after vaccination showed two trends. One is an inverted U-shaped trend, and the other is an L-shaped trend. For those countries with an inverted U-shaped trend, the infection rate begins to decline when the vaccination rate reaches 1.46–50.91 doses per 100 people.


HERALD ◽  
2017 ◽  
Vol 8 (20) ◽  
Author(s):  
Vladimir Alexandrovich Kolosov ◽  
Elena Alexandrovna Grechko ◽  
Xenia Vladimirovna Mironenko ◽  
Elena Nikolayevna Samburova ◽  
Nikolay Alexandrovich Sluka ◽  
...  

The advent of "world economic transition" and the formation of a multipolar world is closely linked, according to experts, with loss of globalization advances, which strengthens regionalism, increases diversification and fragmentation of the modern world, creating risks and threats to the world development. In this light studying the spatial organization of the global economy becomes more important, and at the same time that complicates the choice of priorities in the research activities of the Department of geography of the world economy, Faculty of Geography, Moscow State Lomonosov University in 2016-20, requiring a new research “ideology”. The article summarizes some ideas expressed by the department staff. It specifies that concept of territorial division of labor, as well as the defined set of key actors in the world economy and common assumptions regarding their contributions to its development needs a significant revision. The above firstly concerns giant developing countries, in particular rapidly growing China – a kind of locomotive entraining other developing states. Further, the impact of multinationals on the overall architecture and the territorial organization of the global economy becomes more and more tangible. This phenomenon requires the creation of a new scientific area of concern – the corporate geography as a tool to thoroughly investigate the transnational division of labor. Changes in the balance of acting forces are closely related to changes in industry composition and spatial organization of the global economy. The article raises the issues of development of such processes as tertiarization of the economy, reindustrialization and neoindustrialization, the latter being understood as an evolutionary transition to a knowledge-intensive, high-tech, mass labor-replacing and environmentally efficient industrial production. Basing on preliminary research from the standpoint of a relatively new methodological approach – formation of value chains – the vector of "geographical transition" " in their creation from developed to developing countries was designated. This means increasing complexity of the territorial structure of the world economy and an increase in the importance of semi-periphery. A spatial projection of globalization processes in the form of emerging “archipelago of cities”, which consolidates the international network of TNCs as the supporting node frame of the global economy requires close attention and analysis. The need of comprehending the study scope in the field of geography of the world economy in medium Atlas Information Systems (AIS), which in terms of functionality belong to the upper class of electronic atlases, is noted.


2019 ◽  
Vol 55 (3) ◽  
pp. 230-249
Author(s):  
Andrzej Żurawski

Abstract This article explores Bruno Amable’s Diversity of Capitalism approach to analyze educational systems in the European Union (EU28). The main goal is to identify the main clusters of educational systems with regard to their institutional characteristics. Second goal of the analysis is to evaluate the impact of several EU policies and initiatives on the institutional structure of European educational systems. This article identified six clusters in terms of general education and five clusters in terms of higher education systems. The clustering shows, that – with some exceptions (notably the United Kingdom and Ireland) – European education systems have similar structure to other institutional areas, in particular, it confirms the existence of post-communist (in terms of Farkas) or patchwork (in terms of Rapacki et al.) capitalism. The article shows, as well, that subsystem of higher education is much less diverse, what may have a significance for future discussions on the capitalisms in the EU. Results suggests also that there exist significant differences in performance between the clusters, something that may have a crucial importance for an educational policy.


Author(s):  
A.V. Goncharenko ◽  
T.O. Safonova

The article investigates the impact of Great Britain on the evolution of colonialism in the late ХІХ and early ХХ centuries. It is analyzed the sources and scientific literature on the policy of the United Kingdom in the colonial question in the late ХІХ – early ХХ century. The reasons, course and consequences of the intensification of British policy in the colonial problem are described. The process of formation and implementation of London’s initiatives in the colonial question during the period under study is studied. It is considered the position of Great Britain on the transformation of the colonial system in the late XIX – early XX centuries. The resettlement activity of the British and the peculiarities of their mentality, based on the idea of racial superiority and the new national messianism, led to the formation of developed resettlement colonies. The war for the independence of the North American colonies led to the formation of a new state on their territory, and the rest of the “white” colonies of Great Britain had at the turn of the XIX-XX centuries had to build a new policy of relations, taking into account the influence of the United States on them, and the general decline of economic and military-strategic influence of Britain in the world, and the militarization of other leading countries. As a result, a commonwealth is formed instead of an empire. With regard to other dependent territories, there is also a change in policy towards the liberalization of colonial rule and concessions to local elites. In the late ХІХ – early ХІХ centuries the newly industrialized powers (Germany, Italy, and Japan) sought to seize the colonies to reaffirm their new status in the world, the great colonial powers of the past (Spain, Portugal, and the Netherlands) sought to retain what remained to preserve their international prestige, and Russia sought to expand. The largest colonial empires, Great Britain and France, were interested in maintaining the status quo. In the colonial policy of the United Kingdom, it is possible to trace a certain line related to attempts to preserve the situation in their remote possessions and not to get involved in conflicts and costly measures where this can be avoided. In this sense, the British government showed some flexibility and foresight – the relative weakening of the military and economic power of the empire due to the emergence of new states, as well as the achievement of certain self-sufficiency, made it necessary to reconsider traditional foreign policy. Colonies are increasingly no longer seen as personal acquisitions of states, and policy toward these territories is increasingly seen as a common deal of the international community and even its moral duty. The key role here was to be played by Great Britain, which was one of the first to form the foundations of a “neocolonial” system that presupposes a solidarity policy of Western countries towards the rest of the world under the auspices of London. Colonial system in the late ХІХ – early ХІХ century underwent a major transformation, which was associated with a set of factors, the main of which were – the emergence of new industrial powers on the world stage, the internal evolution of the British Empire, changes in world trade, the emergence of new weapons, general growth of national and religious identity and related with this contradiction. The fact that the First World War did not solve many problems, such as Japanese expansionism or British marinism, and caused new ones, primarily such as the Bolshevik coup in Russia and the coming to power of the National Socialists in Germany, the implementation of the above trends stretched to later moments.


Author(s):  
Andrew S. Herridge ◽  
Lisa J. James

This chapter looked at the implications of Brexit on the recruitment of international faculty, students, and the ability to obtain research funding. Higher education stakeholders have legitimate concerns regarding the impact of the UK's separation from the EU. In preemptive moves, students are transferring to institutions outside the UK and EU to universities that are welcoming and accommodating the special needs and circumstances of international scholars. Researchers are prematurely dissolving collaborative partnerships with colleagues to mitigate complications and lost funding expected, as a result of Brexit. There are universities exploring possible locations for new satellite campuses in other countries. Through the development of policies and treaties such as the Bologna Process, Lisbon Strategy, European Higher Education in the World initiative, the European Union has demonstrated the importance and purpose of higher education both in Europe and at the international level.


Author(s):  
Vlasios Sarantinos

The chapter explores the impact globalization has created for the higher education sector, looking at how the landscape evolved across the world and how the role of universities has been transformed. Extending the analysis further, there is an investigation of how institutions have tried to respond to the emerging challenges and opportunities presented as a consequence of the shifting field. The focus then moves to the African continent and peruses the particular development of higher education under the influence of colonial legacy and globalization, examining how institutions have endeavored to adapt. The chapter draws to an end with a reflection of the main issues, inherent limitations, and how the research agenda could be taken further.


Author(s):  
Pamela A. Lemoine ◽  
Thomas Hackett ◽  
Michael D. Richardson

The leadership needs to develop new organizational structures and systems that will promote and encourage quality learning and the ability to assess the impact of the teaching. Governments across the world have steadily minimized their support for public higher education, and costs associated with gaining a degree have increased constantly over the last decade. Most universities are forced to adopt a restructuring model for commoditizing education to make a profit from large numbers of students. The road ahead for higher education is filled with challenges, risks and uncertainties that begin with education being valued as more than a simple commodity: education becomes a public good. Higher education is increasingly viewed as a major instrument of economic development. In order to hold universities accountable despite limited governmental budgets, many nations have adopted performance-based university research funding strategies for targeted programs.


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