Opinions and experiences of Greek students participating in Erasmus mobility programmes and emerging opportunities for university pedagogy

2020 ◽  
Vol 19 (2-3) ◽  
pp. 215-236
Author(s):  
Natassa Raikou ◽  
Thanassis Karalis
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
International Mobility ◽  
The Past ◽  
Points Of Interest ◽  
Research Findings ◽  
New Perspective ◽  
The University ◽  
Depth Interviews

In this article, we examine the opinions of Greek students at the University of Patras who participated in Erasmus mobility programmes. Based on the results of previous relevant studies in the Greek context on benefits and difficulties expressed by the participating Greek students, in the current research in-depth interviews were designed to investigate the implications of this experience for university pedagogy. Interviews were addressed to students from various disciplines that participated in mobility programmes in different countries and higher education environments during the past two years. The analysis of the research findings confirms the conclusions of previous studies on the development of critical thinking and specific skills for the participants. Regarding University Pedagogy, significant points of interest arise, elements that give the opportunity for a new perspective to approach International Mobility Programmes and Higher Education, but also highlight the need for further research.

scholarly journals Diversity and safety on campus @ Western: Heterosexism and cissexism in higher education

2018 ◽  
Vol 25 (3) ◽  
pp. 320-340 ◽  
Author(s):  
Nicole L. Asquith ◽  
Tania Ferfolia ◽  
Brooke Brady ◽  
Benjamin Hanckel
Keyword(s):  
Higher Education ◽  
Gender Diversity ◽  
Diverse Students ◽  
University Campus ◽  
Gender Diverse ◽  
Sexuality And Gender ◽  
Research Findings ◽  
And Gender ◽  
The University ◽  
The Impact

Discrimination, harassment and violence can vitiate staff and students’ experiences of education and work. Although there is increasing knowledge about these experiences in primary and secondary education, very little is known about them in higher education. This paper draws from landmark research that examines the interpersonal, educational and socio-cultural perspectives that prevail about sexuality and gender diversity on an Australian university campus. In this paper we focus on three aspects of the broader research findings: the heterosexism and cissexism experienced by sexuality and gender diverse students and staff at the university; their actions and responses to these experiences; and the impact of these experiences on victims. The research demonstrates that although the university is generally safe, sexuality and gender diverse students and staff experience heterosexist and cissexist discrimination, which can have negative ramifications on their workplace and learning experiences.

scholarly journals POSITIONING INDONESIAN ISLAMIC HIGHER-EDUCATION VIS-A-VIS GLOBALISATION: ORGANISATIONAL–RESILIENCE DYNAMICS

2021 ◽  
Vol 40 (2) ◽  
pp. 413-427
Author(s):  
Erika Setyanti Kusumaputri ◽  
Hanifah Latif Muslimah ◽  
Adib Ahmad ◽  
Mayreyna Nurwardani
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Secondary Data ◽  
Analysis Method ◽  
Management Skills ◽  
Tertiary Institutions ◽  
Curriculum Standardization ◽  
The University ◽  
Depth Interviews

In the present era of globalisation, higher-education institutions are required to focus on innovation to deal with the various challenges. Considering what Islamic higher-education institutions in Indonesia, have achieved in recent times, they face an uphill struggle to compete at the global level. This study aimed at identifying and analysing the dynamics of resilience for globalisation in a state Islamic–University in Indonesia. The results of studies on the management of Islamic tertiary institutions, specifically on organizational resilience, are very difficult to find. This study used the qualitative analysis method of a case-study and comprised in-depth interviews with key people concerned with the management of the university, observation, and secondary data namely academic documents, photos, and information from the university’s official website. The findings showed the university’s continuous efforts to improve not only the academic community’s management skills, knowledge, and expertise but also the implementation of international-curriculum standardization and cooperation with overseas universities. These actions cannot be separated from obstacles faced by university from within and without particularly in terms of funding-related policies. The university’s program-based innovations which are yet to be carried out by other Islamic-universities in Indonesia indicate this institution’s initiative to break the obstacles.

Using ERG Theory as a Lens to Understand the Sharing of Academic Tacit Knowledge

2015 ◽  
pp. 1244-1272
Author(s):  
Ta Van Canh ◽  
Suzanne Zyngier
Keyword(s):  
Higher Education ◽  
Focus Groups ◽  
Tacit Knowledge ◽  
Transition Economy ◽  
Strong Link ◽  
Education Environment ◽  
Management Capacity ◽  
Academic Publications ◽  
Research Findings ◽  
Depth Interviews

This chapter provides a direct view of the higher education environment in a transition economy. It reports research findings on barriers to sharing knowledge among Vietnamese academic and managerial colleagues, focusing on three factors: time, capital, and management capacity. It draws on data from focus groups and from in-depth interviews of Vietnamese members of faculty from six major universities. A key finding of this study is that work-overload leaves little time for collaborative research. Together with insufficient English skills and bureaucratic management, it contributes to measurable levels of cheating and corruption in education that in turn lead to low quality and quantity of international academic publications and of patents. This finding indicates that there is a strong link with both Existence, Relatedness, and Growth (ERG) theory and Maslow's theory of need with both the quality and quantity of international publications produced by Vietnamese academics.

New Perspectives on Communication During the COVID-19 Pandemic

2022 ◽  
pp. 76-94
Author(s):  
Nicoleta Duță
Keyword(s):  
Higher Education ◽  
Communication Skills ◽  
Learning Process ◽  
Teaching And Learning ◽  
Research Data ◽  
Learning Activities ◽  
Practical Approach ◽  
Research Findings ◽  
Teaching Learning ◽  
The University

This chapter approaches the problematic of communication in teaching-learning activities in higher education during the crisis generated by the COVID-19 pandemic. The authors have proposed to present a theoretical and practical approach to the effective communication in teaching, with the objective of knowing which are the opinions of students on communication skills and motivation of them in the classroom. The study included a total of 261 students from different faculties at the University of Bucharest, who were a Likert-scale survey in the period May -July 2020. Results of the analysis of research data shows that students have seen their ability to concentrate and motivation to perform tasks affected, but they did not leave university. In this respect, most difficulties were in carrying out teamwork than individual. The adaptations made by the university during confinement have been positively appreciated. The research findings coming according to recent studies confirm that without communication the teaching and learning process will not take place.

scholarly journals Selective Planning of the First Year Experience in Higher Education: A Sweden-Australia Comparative Study of Support

2018 ◽  
Vol 7 (2) ◽  
pp. 128
Author(s):  
Michael Christie ◽  
Sorrel Penn-Edwards ◽  
Sharn Donnison ◽  
Ruth Greenaway
Keyword(s):  
Higher Education ◽  
First Year Experience ◽  
Fourth Generation ◽  
First Year ◽  
Policy And Practice ◽  
First Year Students ◽  
Satellite Campus ◽  
First Case ◽  
Research Findings ◽  
The University

Literature on the support of the First Year Experience (FYE) in institutions of Higher Education provides a range of modelled approaches. However, we argue that institutions still need to selectively plan which approach/es and attendant strategies are best suited to their particular contexts and institutional policy and practice frameworks and how their FYE is to be presented for their particular student cohort. This paper compares different ways of supporting students in their first year in two contrasting universities. The first case study focuses on a first year course at Stockholm University (SU), Sweden, a large, metropolitan, single campus institution, while the second investigates a strategy for supporting first year students using a community of practice at a satellite campus of the University of the Sunshine Coast (USC), a small regional university in South-East Queensland, Australia. The research contrasts a formal, first generation support approach versus a fourth generation support approach which seeks to involve a wider range of stakeholders in supporting first year students. The research findings draw conclusions about how effective the interventions were for the students and provide clear illustrations that selective planning in considering the institution’s strategic priorities and human, physical, and resource contexts was instrumental in providing a distinctive experience which complemented the institute and the student cohort. (212 words)

scholarly journals The Transformation of Traditional Universities into Entrepreneurial Universities to Ensure Sustainable Higher Education

2016 ◽  
Vol 18 (2) ◽  
pp. 75-88 ◽  
Author(s):  
Veronika Bikse ◽  
Inese Lusena-Ezera ◽  
Baiba Rivza ◽  
Tatjana Volkova
Keyword(s):  
Higher Education ◽  
Local Governments ◽  
Research Study ◽  
Positive Trend ◽  
Entrepreneurial Universities ◽  
Business Incubators ◽  
Business Incubation ◽  
The Past ◽  
External Stakeholders ◽  
The University

Abstract This paper aims to investigate the experience and to identify the drivers of transforming traditional universities into Entrepreneurial Universities for ensuring sustainable higher education in Latvia. Due to the wide scope, Entrepreneurial University characteristics, the present research study is limited and focuses on the university providing access to students to business incubation facilities, relationships with business incubators for students, as well openness of university to collaboration and knowledge co-creation with its external stakeholders. Analyses of the experiences of universities of Latvia business incubators providing services to students, as well cooperation between higher education institutions (HEI) and local governments and entrepreneurs show that there is a positive trend. In opposite, such a trend can’t be observed towards building Entrepreneurial Universities in Latvia over the past 5 years. The results of the survey show that there is a need put higher efforts to assist young entrepreneurs in building cooperation networks and strengthening knowledge co-creation with external stakeholders.

A History of U.S. Higher Education in Accounting, Part I: Situating Accounting within the Academy

2007 ◽  
Vol 22 (2) ◽  
pp. 163-181 ◽  
Author(s):  
Glenn Van Wyhe
Keyword(s):  
Higher Education ◽  
The United States ◽  
Accounting Education ◽  
Public Accounting ◽  
The Past ◽  
The Future ◽  
History Of ◽  
Future Direction ◽  
The University ◽  
Second World

Where we have been can tell us a great deal about where we are going. If we wish to direct the future, then understanding the past can help us see how much we actually influence that direction. Ignorance of the past, on the other hand, allows unrealistic expectations and creates unnecessary frustration. The history of accounting higher education in the United States is most informative for anyone who wants to influence the future direction of our profession. The purpose of this paper is to provide a brief overview of the history of accounting higher education in the U.S., from its beginnings to its settled position in the university. This historical overview informs us that the profession of public accounting had everything to do with establishing and growing accounting education. Around the time of the Second World War, however, forces were set in motion that would try to pull accounting education from the grasp of public accounting. The belittling of public accounting, first in the name of the new management accounting and then by the Foundation Reports, combined with public accounting leaders' ongoing desire for a five-year education requirement above all other educational reforms, resulted in accounting higher education's inability to single-mindedly identify its goals and work toward them.

scholarly journals Looking over our shoulders: critical thinking and ontological insecurity in higher education

2007 ◽  
Author(s):  
Anna Christine Jones
Keyword(s):  
Higher Education ◽  
Critical Thinking ◽  
Academic Staff ◽  
Academic Identity ◽  
University Teaching ◽  
Academic Role ◽  
Five Disciplines ◽  
The Face ◽  
Depth Interviews ◽  
Australian Universities

This paper examines the changing landscape of higher education from the perspective of teaching academics. Critical thinking has been seen as one of the central facets of the academic identity and so this paper uses the notion of critical thinking as a lens through which to explore this changing identity. It argues that the professional identity of the academic is in a state of flux, which has caused uncertainty regarding the academic role, its freedoms and responsibilities. The particular focus here is on teaching and the changes occurring in this arena. The paper reports the findings of a qualitative study based on in-depth interviews with academic staff across five disciplines from two Australian universities. In the modern university, the pressures of accountability to a range of stakeholders, both internal and external, are changing the face of university teaching.

scholarly journals University Leadership for Sustainability: an Active Dendritic Framework for Enabling Connection and Collaboration

2021 ◽  
Author(s):  
◽  
Pamela Margaret Williams
Keyword(s):  
New Zealand ◽  
Education For Sustainability ◽  
University Leadership ◽  
Aotearoa New Zealand ◽  
Sustainability Learning ◽  
Research Findings ◽  
Need For Support ◽  
Sustainability Initiatives ◽  
The University ◽  
Depth Interviews

<p>In a world with increasing environmental and social problems, education is widely accepted as being critical for meeting current and predicted sustainable development issues. This thesis explores possible reasons for the relatively low levels of education-for-sustainability programmes in universities in Aotearoa New Zealand, compared to selected international universities with coherent inter-disciplinary sustainability programmes of learning. The research involved qualitative in-depth interviews with two sub-sets of academic participants teaching in universities, twenty from selected international universities and ten from universities in Aotearoa New Zealand. A grounded theory methodology approach was chosen to analyse the extensive range of qualitative data. Analysis revealed generic essential themes underlying the experiences of the two sets of participants. Key themes included the importance of building connections between distributed sustainability leaders and the need for support from hierarchical university leadership for developing substantive sustainability learning initiatives. A theoretical model is proposed: an active dendritic framework for university leadership for sustainability, for improving collaborative learning within and across disciplinary areas, and building capacity for university-wide learning, leading to establishing coherent sustainability initiatives. Recommendations are offered for improving the uptake of education-forsustainability in universities in Aotearoa New Zealand, based on the research findings and the potential for using the dendritic framework for assisting connection and collaboration between transformational sustainability leaders within the university.</p>

scholarly journals Economic and Higher Education Partnership of Hungary and Kazakhstan

2021 ◽  
Vol 1 (2) ◽  
Author(s):  
Kinga Magdolna Mandel ◽  
Anargul Belgibayeva
Keyword(s):  
Higher Education ◽  
World Bank ◽  
Strategic Partnership ◽  
The Political ◽  
The Past ◽  
Political Communications ◽  
The World Bank ◽  
The World ◽  
University Level ◽  
The University

The aim of our research was to describe, compare, and analyze the development of business and educational co-operation between Kazakhstan and Hungary over the past 19 years. The research was prompted by the university-level co-operation between the two countries that star ted in 2018, which was made possible by the strategic partnership that is the topic of the present article. We started from the hypothesis that both business and educational co-operation has developed linearly and significantly during the last 19 years. Our research methodology was based on gathering and analyzing secondary macroeconomic, trade, and educational co-operation data in the period between 2011 and 2020. The data were obtained from publications, national offices (statistical, commerce, and education), and international bodies (like TempusPublic Foundation, Eurostat, International Monetary Fund [IMF], and the World Bank). In this paper, we intend to link the main political, social, and macroeconomic endowments with business and educational developments of partnership in the two countries, trying to map out prospects for co-operation. One conclusion is that, although in the political communications of the two countries we were able to identify significant governmental efforts on both sides to support and enforce economic and educational co-operation, the data indicate a decrease in the size of business investments. At the same time, however, the educational co-operation between the two parties continues to develop further.

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