Best Practices of Television Journalism in Europe: How Anglo-American On-Camera Styles Violate Cultural Values, Denmark as a Case Study

2005 ◽  
Vol 60 (4) ◽  
pp. 376-389 ◽  
Author(s):  
Nancy Graham Holm
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Cultural Values ◽  
Cultural Differences ◽  
Bologna Process ◽  
Anglo American ◽  
Training Protocols ◽  
Television Journalism

The so-called “Bologna process” is an effort to standardize higher education in Europe. Among journalism educators in particular, the goal is a harmonization of best practices in order to establish common training protocols. Contrary to assumptions, however, best practices often conflict with cultural values. Specifically, there has been little attention paid to on-camera behavior of TV journalists. Denmark is a case study where standard Anglo-American on-camera presentation styles violate deeply held cultural values. This paper argues that cultural differences matter and have serious consequences for European TV journalism educators in the age of globalization.

CASE STUDY: Regional Cultural Differences Within and Across Four Western European Countries

2018 ◽  
Vol 6 (1) ◽  
pp. 23-47
Author(s):  
Nadine Waehning ◽  
Ibrahim Sirkeci ◽  
Stephan Dahl ◽  
Sinan Zeyneloglu
Keyword(s):  
Cultural Values ◽  
Cultural Differences ◽  
European Countries ◽  
Cultural Value ◽  
Business Strategies ◽  
Business Plans ◽  
Regional Markets ◽  
Gender Education ◽  
Western European

This case study examines and illustrates within country regional cultural differences and cross border cultural similarities across four western European countries. Drawing on the data from the World Values Survey (WVS), we refer to the Schwartz Cultural Values Inventory in the survey. The demographic variables of age, gender, education level, marital status and income vary across the regions and hence, have significant effects on the cultural value dimensions across regions. The findings help a better understanding of the homogeneity and heterogeneity of regions withinand across countries. Both researchers and managers will have to justify their sampling methods and generalisations more carefully when drawing conclusions for a whole country. This case study underlines the limited knowledge about regional within country cultural differences, while also illustrating the simplification of treating each country as culturally homogeneous. Cross-country business strategies connecting transnational regional markets based on cultural value characteristics need to take these similarities and differences into account when designating business plans.

Promoting Autonomous Learning through Self-, Peer-, and Co-assessment to Ensure High Quality in Georgian Higher Education (a case study of International Black Sea University, Georgia)

2017 ◽  
Vol 2 (2) ◽  
Author(s):  
Irma MESIRIDZE ◽  
Nino TVALTCHRELIDZE
Keyword(s):  
Higher Education ◽  
Black Sea ◽  
Communication Technology ◽  
Bologna Process ◽  
Education Quality ◽  
Education Students ◽  
Higher Education Quality ◽  
Information And Communication ◽  
The Bologna Process

The Bologna Process, Information and Communication Technology, and market forces have brought manyinnovations and great changes to higher education systems throughout Europe. Reforms in higher educationhave taken a new direction, towards making higher education students more autonomous. However, manycountries have not really adopted this innovative way of teaching and still maintain an old ‘transmission’ stylewhich often entails teachers trying to pour knowledge into the minds of their students. Promoting autonomouslearning (the ability of students to manage their own learning) in higher education is crucial both for theindividual and society, as the idea of an academic student comprises critical reflective thinking and theimportance of becoming an independent learner. This article will discuss the importance of promotingautonomous learning throughout self, peer and co-assessment for higher education quality enhancement. Thepaper will examine the case of International Black Sea University’s MA students enrolled in the Higher EducationManagement program. The analyses of a survey will be used to discuss the significance of autonomous learningfor students and their readiness for self, peer and co-assessment.

scholarly journals Rethinking the Perceived Self: Samples from Facebook

2014 ◽  
Vol 9 (1) ◽  
pp. 209-228
Author(s):  
Anita Kasabova
Keyword(s):  
Social Media ◽  
Cultural Differences ◽  
The Self ◽  
Age Group ◽  
Active Participant ◽  
The Real ◽  
Group I ◽  
Self Knowledge ◽  
Anglo American

Abstract How the self perceives reality is a traditional topic of research across several disciplines. I examine the perceived self on Facebook, as a case-study of self-knowledge on „classical” social media. Following Blascovich & Bailenson (2011), I consider the distinction between the real and the virtual as relative. Perceptual self-knowledge, filtered through social media, requires rethinking the perceived self in terms of social reality (Neisser, 1993). This claim dovetails Jenkins’s (2013) notion of the self as an active participant in consumption. I argue that the perceived self in social media could be conceived in terms of how it would like to be perceived and appraised by its virtual audience. Using Neisser’s (1993) typology of self-knowledge and Castañeda’s (1983) theory of I-guises, I analyse seven samples from Anglo-American and Bulgarian Facebook sites and show that the perceived self produces itself online as a captivating presence with a credible story. My samples are taken from FB community pages with negligible cultural differences across an online teenage/twens (twixter) age group. I then discuss some problematic aspects of the perceived self online, as well as recent critiques of technoconsumerism.

Exploring higher education governance in Poland and Romania: Re-convergence after divergence?

2017 ◽  
Vol 16 (5) ◽  
pp. 684-704 ◽  
Author(s):  
Michael Dobbins
Keyword(s):  
Higher Education ◽  
Bologna Process ◽  
Higher Education Governance ◽  
Public Higher Education ◽  
New Governance ◽  
Ideal Types ◽  
Education Governance ◽  
Governance Model ◽  
Anglo American ◽  
Self Rule

This analysis focuses on changes in higher education governance in Poland and Romania in the post-communist era. The author applies a theoretical framework based on institutional isomorphism and historical institutionalism and maps the policy trajectories of both systems on the basis of three governance ideal-types. The public higher education systems of both countries initially took a markedly different reform path after 1989. Polish higher education by and large returned to its historical model of ‘academic self-rule’ and has resisted pressures for stronger marketization, even during the Bologna Process, while Romania has been characterized by an early and strong isomorphic orientation towards higher education models primarily of Anglo-American inspiration. The main argument of the paper is that – after a period of marked divergence – both systems are visibly ‘re-converging’ towards a new hybrid governance model. The new governance model aims to (re-)embed the research mission of universities to foster homegrown research and innovations. These new hybrid constellations enable both countries to simultaneously deal with global pressures for change and liberate themselves from economic dependence on the West, while not throwing historical institutions entirely overboard.

Developing Technology-Centric Best Teaching Practices for Higher Education

2017 ◽  
pp. 159-174 ◽  
Author(s):  
Thomas M. Brinthaupt ◽  
Lawanna S. Fisher ◽  
Justin G. Gardner ◽  
Deana M. Raffo
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Online Teaching ◽  
Online Classes ◽  
Development Programs ◽  
Conditional Release ◽  
Online Teachers ◽  
Online Course Development

In this chapter, the authors present a case study that describes their experiences in identifying and addressing technology-related challenges in higher education. Based on their experiences, they illustrate how higher education institutions can foster and cultivate faculty expertise and skills in order to enhance their online course development programs and improve the quality of courses and the success of students. The authors' work has focused on the following topics: best practices for online teachers, best practices for and the effects of using conditional release in online classes, and strategies for balancing online teaching activities. All of this work takes a technology-centric perspective on online learning in higher education. Using these domains as examples, the authors describe how administrators can encourage faculty cooperation and collaboration as their institutions implement effective technology-centric strategies.

scholarly journals Start It Up - Support for young entrepreneurship

2018 ◽  
Author(s):  
Anna-Maija Torniainen
Keyword(s):  
Higher Education ◽  
Young People ◽  
Best Practices ◽  
Entrepreneurship Education ◽  
Motivation Factors ◽  
Innovation Ecosystems ◽  
Business Creation ◽  
New Business ◽  
Support Students

The aim of the paper is to disclose how entrepreneurship education can be developed and examined in a Higher Education Insitution (HEI) via a EU funded local project. The paper examines HEI students´ motivation factors and needs concerning Entrepreneurship education (EE). Start It Up – Support for young entrepreneurship project´s objective is to support students and young people in entrepreneurship, new business creation and innovation, and also employment in and out the innovation ecosystems. Differentiating entrepreneurial methods, best practices, entrepreneurship coaching, and entrepreneurship spirit are tested and organized throughout the project. The project strives to deliver tools and motivation towards entrepreneurship.  This article introduces the activities that have been done to support EE and a case study which examines how the entrepreneurship education can be improved to develop EE in the Finnish HEI.  The main testing platforms for EE are presented and the results of the case study show that to promote entrepreneurship and to enhance students´ awareness and motivation towards entrepreneurship in the Finnish HEI, the offering of EE teaching, events and competitions for students should be increased and promoted more effectively.

scholarly journals Digital Humanities as an Incentive for Digitalisation Strategies in Eastern European HEIs: A Case Study of Romania

2020 ◽  
pp. 545-564
Author(s):  
Mădălina Chitez ◽  
Roxana Rogobete ◽  
Alexandru Foitoş
Keyword(s):  
Higher Education ◽  
Digital Humanities ◽  
Bologna Process ◽  
White Paper ◽  
Eastern European ◽  
Digital Competence ◽  
European Universities ◽  
Competence Training ◽  
Teachers And Students

Abstract The modern university has the potential to turn into a nexus of digital embracement and innovation, thus responding to both strategic planning for higher education and societal demands. Priorities in digitalisation strategies (White Paper ‘Bologna Digital 2020’, Rampelt et al. 2019) for higher education institutions (HEIs) are actively promoted, and their implementation is in progress throughout Europe. However, the embedding of the digitalisation reform at the institutional level is considerably uneven from one country to another, with Eastern European HEIs lagging behind (Conrads et al. 2017). The aim of this position paper is to present and discuss the case of digital humanities (DH) as an incentive for digitalisation strategies at Eastern European universities. We briefly contextualize the configuration of DH initiatives in the region by using the results of the Digital Humanities Survey and propose the case study of Romania, where we investigate the implementation status of such initiatives. We further exemplify the process of developing a DH centre and evaluate the institutional impact of the recently created research centre CODHUS, from the West University of Timişoara, Romania, the second DH centre in the country. The strength of the new centre relies on its capacity to converge cross-disciplinary expertise with digital technologies. The centre intends to develop computational solutions and digital tools for research, course development and assessment. CODHUS is also a digital-competence training centre for teachers and students, with the purpose of bridging the gap between teaching strategies and goals, on one hand, and students’ digital experiences and expectations from HEI, on the other. The study offers a multiple-lens perspective on the integration of digital-intensive research initiatives, such as DH, into the Bologna process. We argue that DH centres can support further HE developments which contribute to building “new learning ecologies” (Galvis 2018) and creating an “education area with digital solutions” (Rampelt 2019).

Industry-Academia Collaboration in Business Schools

2019 ◽  
pp. 519-537
Author(s):  
R. Satish Kumar
Keyword(s):  
Higher Education ◽  
Best Practices ◽  
Business School ◽  
Business Schools ◽  
Business Environment ◽  
Business Policy ◽  
School Activities ◽  
Corporate World ◽  
The Right

In today's competitive business environment, companies need to recruit right personnel for the right job at the right time. The competencies required for the managers to succeed in the corporate world are knowledge, skills, and attitude. In this context, the chapter explains the need for the industry-academia collaboration in higher education in general and business schools in particular. This collaboration should be at input, process, and output levels of the business school activities. Here the author with the case study of IFIM Business School, located in India, attempts to provide the insights into the best practices followed in industry-academia collaboration. The chapter explains the opportunities and the challenges in fostering effective industry-academia collaboration and offers suggestions to design a strategic win-win business policy for the partners.

Sign in / Sign up

Export Citation Format

Share Document