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.

Branding of Germany’s Transnational Education and its Potentials in the Arabian Gulf Region

2018 ◽  
Vol 2 (3) ◽  
Author(s):  
Sanaa Ashour
Keyword(s):  
Higher Education ◽  
Arabian Gulf ◽  
Current Debate ◽  
Transnational Education ◽  
Gulf Region ◽  
Demand For Education ◽  
Financial Gain ◽  
Arabian Gulf Region ◽  
Global Demand ◽  
Foreign Education

Transnational education (TNE), responding to the growing global demand for education, plays a fundamental role in the current debate on the internationalisation and globalisation of higher education. Conducting a systematic literature review, this paper examines the characteristics of German transnational education, which has little in common with the American and British models, the reasons for its limited presence in the Gulf and its potential for having a stronger footprint. Since education for Germany is a public good, financial gain has never been a decisive factor for German universities to venture abroad. Whilst the Gulf Region is the largest importer of foreign education, German TNE is only represented by one university there, compared to the overwhelming number of US, UK and Australian higher education institutions. Although the Gulf Region is considered as a lucrative and appealing market for foreign education, lack of engagement of German TNE there could be interpreted through public policy-related reasons. Since Germany has already established its footprint in creating a unique brand of TNE, the paper recommends to build upon the country’s expertise in low-risk option for Germany to invest in the Gulf. For this to materialise, Germany must build awareness of its unique brand to stand out among the competition. 

ADOECIMENTO DE PROFESSORES UNIVERSITÁRIOS COM DIAGNÓSTICO DE TRANSTORNO AFETIVO BIPOLAR UMA REVISÃO DE LITERATURA

REVISTA FIMCA ◽  
2019 ◽  
Vol 6 (3) ◽  
pp. 1-6
Author(s):  
Pâmela Gomes Artioli ◽  
Natiely Souza Lima ◽  
Camila Silva
Keyword(s):  
Higher Education ◽  
Bipolar Disorder ◽  
Bipolar Affective Disorder ◽  
Physical Work ◽  
Education Professionals ◽  
Work Related ◽  
Analysis Technique ◽  
Work Routine ◽  
Teaching Area

Introdução: Com o passar dos anos, além de doenças laborais físicas, surge um novo cenário de doenças emocionais que vem afetando gradativamente profissionais da área da docência a pesquisa em questão visou identificar os transtornos mentais que mais provocam afastamento de docentes em instituições de ensino superior, (com ênfase no transtorno bipolar), onde contribuiu para se aprofundar a análise de fatores relacionados a esse tipo de transtorno. Objetivos: os objetivos deste estudo, são de realizar análise crática e reflexiva quanto ao número elevado de professores de ensino superior com o Transtorno Afetivo Bipolar, e a relação dos fatores associados a este impedimento dos profissionais, destacar também questões relativas à saúde mental, e identificar quais são as consequências que implicam na rotina de trabalho desses professores e o aumento de docentes com diagno?stico de Transtorno Bipolar. Materiais e Métodos: Quanto à fundamentação teórica, trata-se de um referencial bibliográfico ao passo que utiliza de literaturas científicas disponibilizadas por meio eletrônico. Utilizando-se como técnica de análise de dados a análise de conteúdo interpretativa. Os critérios de inclusão que foram usados são: publicações em português, entre os anos de 2000 a 2018 disponíveis na íntegra. Conclusão: Por fim chegou-se ao entendimento de que além da sobrecarga os docentes remanescentes, o adoecimento crescente dos profissionais da educação compromete a qualidade de vida desses profissionais. Introduction: Over the years, in addition to physical work-related illnesses, a new scenario of emotional diseases emerges that has gradually affected professionals in the teaching area. The research in question aimed at identifying the mental disorders that cause the most withdrawal of teachers in higher education institutions, (with emphasis on bipolar disorder), where it contributed to deepen the analysis of factors related to this type of disorder. Objectives: The objectives of this study are to perform a critical and reflexive analysis regarding the high number of teachers of higher education with Bipolar Affective Disorder, and the relation of the factors associated with this impediment of the professionals, also highlight issues related to mental health, and identify what are the consequences that imply in the work routine of these teachers and the increase of teachers diagnosed with Bipolar Disorder. Materials and Methods: Regarding the theoretical basis, it is a bibliographical reference while using scientific literatures made available electronically. The analysis of interpretive content was used as data analysis technique. The inclusion criteria that were used are: publications in Portuguese, between the years 2000 to 2018 available in full. Conclusion: Finally, it was understood that in addition to overloading the remaining teachers, the growing sickness of education professionals compromises the quality of life of these professionals.

scholarly journals Individual and Cross-Cultural Differences in Semantic Intuitions: New Experimental Findings

2016 ◽  
Vol 16 (3-4) ◽  
pp. 322-357 ◽  
Author(s):  
James R. Beebe ◽  
Ryan Undercoffer
Keyword(s):  
Cultural Differences ◽  
Speech Acts ◽  
Experimental Philosophy ◽  
Cross Cultural ◽  
Current Debate ◽  
Cross Cultural Differences ◽  
Anchoring Effects ◽  
Semantic Reference ◽  
Experimental Findings ◽  
Epistemic Perspective

In 2004 Edouard Machery, Ron Mallon, Shaun Nichols and Stephen Stich published what has become one of the most widely discussed papers in experimental philosophy, in which they reported that East Asian and Western participants had different intuitions about the semantic reference of proper names. A flurry of criticisms of their work has emerged, and although various replications have been performed, many critics remain unconvinced. We review the current debate over Machery et al.’s (2004) results and take note of which objections to their work have been satisfactorily answered and which ones still need to be addressed. We then report the results of studies that reveal significant cross-cultural and intra-cultural differences in semantic intuitions when we control for variables that critics allege have had a potentially distorting effect on Machery et al.’s findings. These variables include the epistemic perspective from which participants are supposed to understand the research materials, unintended anchoring effects of those materials, and pragmatic factors involved in the interpretation of speech acts within them. Our results confirm the robustness of the cross-cultural differences observed by Machery et al. and thereby strengthen the philosophical challenge they pose.

International students’ lived experiences in a predominantly White institution in Southwest Florida

2020 ◽  
Vol 0 (0) ◽  
Author(s):  
Clarisse Halpern ◽  
Hasan Aydin
Keyword(s):  
Higher Education ◽  
International Students ◽  
Predominantly White ◽  
Lived Experiences ◽  
Global Education ◽  
The United States ◽  
Predominantly White Institution ◽  
Southwest Florida ◽  
White Institution ◽  
Dominant Society

AbstractYearly, thousands of international students seek the United States to further their education, bringing cultural and financial capital into the country. Though previous studies have examined international students’ experiences adapting to the receiving country, research is needed to investigate their lived experiences in a predominantly White institution (PWI). Thus, a narrative inquiry was applied to explore international students’ life stories at a PWI in Southwest Florida. Data collection comprised in-depth individual interviews with 12 participants that resulted in four themes: multiracial identities, otherness, self-representation in the dominant society, and perceptions of the dominant culture. The narratives revealed challenges related to isolation, segregation, and feelings of inferiority, contributing to understanding the value of diversity and global education in higher education. Recommendations are included to better serve international students in higher education institutions.

The relationship between supportive campus environment and cultural diversity in enhancing students’ sense of belonging in higher education

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Yaw Owusu-Agyeman
Keyword(s):  
Higher Education ◽  
Cultural Diversity ◽  
Sense Of Belonging ◽  
Positive Relationship ◽  
Cross Cultural ◽  
Hierarchical Regression ◽  
Cultural Interaction ◽  
Content Type ◽  
Campus Environment ◽  
The Relationship

Purpose The current study examines the moderating effect of supportive campus environment on the relationship between cultural diversity and students’ sense of belonging in a university in South Africa. Design/methodology/approach An online survey was designed and used to gather data from a sample of 2,026 registered undergraduate students. Using the Statistical Package for the Social Sciences (SPSS) version 26 software, the data gathered were analysed by way of hierarchical regression analysis. Findings Results of the hierarchical regression analysis revealed that supportive campus environment and cross-cultural interaction serve as strong predictors of students’ sense of belonging. Furthermore, a simple slope analysis showed that supportive campus environment enhance: the positive relationship between cross-cultural interaction and students’ sense of belonging; and the positive relationship between students’ interaction with diverse peers and their sense of belonging. Originality/value This study addresses important knowledge and practical gaps in the relationship between supportive campus environment, cultural diversity and students’ sense of belonging in higher education. The results further highlight the significance of institutional structures, policies and practices that aim at enhancing students’ sense of belonging and reducing possible feeling of otherlings that arise due to a lack of supportive campus structures.

scholarly journals Global Changes in Higher Education: Post-Covid Times

2021 ◽  
pp. 65-70
Author(s):  
J. P. Bayer ◽  
N. A. Churaev
Keyword(s):  
Higher Education ◽  
Educational Policy ◽  
Global Education ◽  
Global Changes ◽  
Education Development ◽  
International Context ◽  
Modern Education ◽  
Advantages And Disadvantages ◽  
Political Interests ◽  
Coronavirus Infection

In this article we talk about education as a global phenomenon that includes many actors with their own political interests. In this regard, the question of the anthropological component of modern education, including in the international context, arises extremely sharply: what kind of person is formed by the new global education, to whom it applies, and what values it forms. Main trends in global education policy are defined. The formation of a global educational policy has not yet been completed, and the pandemic of coronavirus infection has brought both positive and negative aspects. We name both of them: the advantages and disadvantages of pandemic situation that shifted the global higher education into the different format. Also, we make the forecast on further higher education development.

scholarly journals Challenges of collaborative education and academic learning in engineering higher education

2020 ◽  
Vol 8 (8) ◽  
pp. 192-202
Author(s):  
Marcelo de Jesus Rodrigues da Nóbrega ◽  
Patrícia Guedes Pimentel ◽  
Flavio Maldonado Bentes
Keyword(s):  
Higher Education ◽  
Professional Training ◽  
Collaborative Teaching ◽  
Academic Learning ◽  
Professional Relationship ◽  
Education Professionals ◽  
Higher Education Professionals ◽  
Collaborative Education ◽  
Everyday Problems ◽  
Education Process

The focus that will be given in this article, is the relevance of collaborative teaching in the academic environment, with emphasis on higher education in engineering, considering the professional relationship between educating agents and students. To assist in the higher education process, the main challenges encountered will also be addressed, as well as to point out possible increasingly necessary solutions. Raising such important educational issues is necessary since the reference of an institution of higher education is based, among other aspects, on the qualifications of the teacher and his professional training, as well as on his ability to deal with everyday problems. Thus, seeking to achieve the proposed objectives, a bibliographic review was carried out on the theme presented and its consequences in relation to higher education, focusing on engineering courses. In addition to defining concepts related to collaborative teaching, this study links the relationships between higher education professionals, to the institution's growth and improvement. Finally, it was possible to verify that some of the problems listed in the present study are related to the way in which education professionals deal with everyday matters.

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