Interkulturalität im Universitätsbetrieb

2017 ◽  
Vol 8 (2) ◽  
pp. 143-154
Author(s):  
Bożena Chołuj
Keyword(s):  
Cultural Differences ◽  
Scientific Knowledge ◽  
Teaching And Learning ◽  
The Other ◽  
Degree Programs ◽  
Academic Practice ◽  
Main Thesis ◽  
Daily Behavior ◽  
Study Programs ◽  
Joint Degree Programs

Abstract The text is about the problem of implementing interculturality not only in teaching and learning but also in operating international / intercultural joint degree programs. In all sectors and on all levels in academic practice there is an astonishing lack of experience with »the other«. Even some theories on cultural differences are rather perpetuating stereotypical thinking than helping to understand each other. The main thesis of the article means that one has to take the examination about experience(s) to aim for better intercultural competences in academic practice and for bridging the gap between scientific knowledge about culture and our daily behavior while ruling intercultural study programs.

scholarly journals Dyskurs akademicki jako praktyka społeczna. Zwrot dyskursywny i Społeczne Badania Szkolnictwa Wyższego

2019 ◽  
Vol 12 (2) ◽  
pp. 105-128
Author(s):  
Marta Natalia Wróblewska ◽  
Johannes Angermuller
Keyword(s):  
Higher Education ◽  
Decision Making ◽  
Social Studies ◽  
Social Theory ◽  
Scientific Knowledge ◽  
Social Order ◽  
Teaching And Learning ◽  
The Other ◽  
Institutional Power ◽  
Academic Decision Making

One can broadly divide research on higher education settings into three strands investigating 1) the production of specialized scientific knowledge, 2) the dynamics of institutional power (academic decision-making and governance), 3) teaching and learning. In all three areas the notion of ‘discourse’ has been salient in the last decades. However, the term is often understood differently by researchers from different fields, and the respective disciplines haven’t always been receptive one to another. In the paper we present an overview of discursive approaches to the study of higher education in 1) social theory, poststructuralism in particular, and 2) linguistics. We explain the outlook on discourse which is prevalent in these areas and present the most significant studies on higher education contexts conducted within them. We argue that while social theory often lacks analytical detail and focus on empirical objects, linguistics on the other hand does not account for the way practices produce and reproduce social order. Therefore, a study of academic discourse drawing on both strands would enable putting forward a robust theory and a precise methodology. In the last section of the paper we present an outline of such a field informed by both poststructuralism and pragmatics – Social Studies of Higher Education.

scholarly journals Guiding World GW

2018 ◽  
Vol 1 (2) ◽  
pp. 45-51
Author(s):  
Sulistia Indah
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
The Other ◽  
Study Program ◽  
Other Hand ◽  
Professional Teacher ◽  
Study Programs ◽  
Counseling And Guidance ◽  
Guidance Study ◽  
Learning English

As a professional, teacher should find best strategies in encouraging students’ motivation in learning. Students who are learning English also believe that learning English is learning how to speak. Teaching speaking means employ some strategies, methods and approaches to encourage students’ mood and motivation to speak. In On the other hand, the comprehensibility between participants in the conversation also becomes significant.  Based on the observation during the teaching and learning process in the study programs of counceling and guidance at STKIP Bima, it was found that the students’ abilities, motivations, and curiosities in speaking English decreased. They were afraid to practice their speaking ability. Therefore, Asset Based Thinking (ABT) was proposed as in motivating the students to practice and improve their speaking ability. ABT Method is a method that focuses on how lecturer motivated the students to find their strength (potential, skills, knowledge and ability) and how they use the strength as an asset in reaching their target of learning. the participants were 30 students from Counseling and Guidance Study Program of STKIP Bima. The data were Collected by observing the students’ pre activities and post activities, and oral Interview was conducted in getting the information about the students’ speaking ability. The data were analized by using IBM SPSS Ver. 23. Through the analysis it was found that For the reason, the statistic count  < statistic table (6.00 < 152). The analysis promoted that the students’ motivation in practicing their speaking ability after taught by using ABT would significantly increase rather than students’ motivation before they were taught by using ABT.  

scholarly journals Guest Editorial

2017 ◽  
Vol 5 (1) ◽  
Author(s):  
David Mathew
Keyword(s):  
Teaching And Learning ◽  
Guest Editorial ◽  
The Other ◽  
Academic Practice ◽  
Publication Share

This editorial article is the result of a ‘swap of editorials’ between David Mathew, Editor of the Journal of Pedagogic Development (JPD) and Keith Smyth, one of the Editors of the Journal of Perspectives in Applied Academic Practice (JPAAP). We agreed that it would be a good idea to introduce each journal to the readership of the other journal, especially as both publication share common intellectual ground and a similar way of looking at the subjects of teaching and learning. Part one of our ‘editorial swap’ from David Mathew comes below, with part two by Keith Smyth forthcoming in JPD later this year.

A view from the other side: interpretations of widening participation by a post-1992 university

2009 ◽  
Vol 12 (3) ◽  
pp. 196-208
Author(s):  
Nic Lightfoot
Keyword(s):  
Higher Education ◽  
Government Policy ◽  
Teaching And Learning ◽  
The Other ◽  
Widening Participation ◽  
Structured Interviews ◽  
Academic Practice ◽  
University Culture ◽  
The University

The role of the academic in interpreting the complex and confused concept of widening participation is central to the practice of widening participation within higher education. These interpretations are bound up within the context of what it means to be an academic, and external constraints on that role. Government policy has insufficiently challenged perceptions of that role to bring about a transformation to academic practice. This research, through the use of semi-structured interviews, illuminates the perspectives of academics, in a range of roles, to the widening participation agenda and outlines the alternative priorities of those academics. Ultimately, the impetus for transformation is not one which will occur internally to the university and it is argued that stakeholders, in the absence of realistic government pressure, must play a part in bringing about a university culture which places teaching and learning and not subject disciplines at the centre of its practice.

scholarly journals Quality Considerations in the Internationalization of Higher Education: the International Students’ Experiences Within Joint Degree Studies

Pedagogika ◽  
2017 ◽  
Vol 127 (3) ◽  
pp. 205-218
Author(s):  
Inga Juknytė-Petreikienė ◽  
Vilma Žydžiūnaitė
Keyword(s):  
Higher Education ◽  
International Students ◽  
Teaching And Learning ◽  
Academic Staff ◽  
Degree Programs ◽  
Focus Group Discussions ◽  
Group Discussions ◽  
European Universities ◽  
Joint Degree Programs

The paper discusses the considerations on qualitative indicators regarding the quality of the teaching and learning in joint degree studies. Method used for data collection was focus group discussions with students of joint degree programs implemented by seven European universities. Findings revealed that general dimensions on the quality of internationalization are focused on students and academic staff. Following the examination of student experience within joint degree studies in Lithuania, the key challenges faced by joint degree consortiums are highlighted.

PENERAPAN iLEARNING SURVEY (iSur) DALAM MENINGKATKAN KUALITAS SISTEM INFORMASI SELAMA PROSES PEMBELAJARAN DI PERGURUAN TINGGI RAHARJA

CCIT Journal ◽  
2014 ◽  
Vol 7 (3) ◽  
pp. 335-354
Author(s):  
Untung Rahardja ◽  
Muhamad Yusup ◽  
Ana Nurmaliana
Keyword(s):  
Higher Education ◽  
Student Satisfaction ◽  
Teaching And Learning ◽  
Online Survey ◽  
The Other ◽  
Learning Activities ◽  
Faculty Performance ◽  
Satisfaction Measurement ◽  
Valid Information

The accuracy and reliability is the quality of the information. The more accurate and reliable, the more information it’s good quality. Similarly, a survey, the better the survey, the more accurate the information provided. Implementation of student satisfaction measurement to the process of teaching and learning activities on the quality of the implementation of important lectures in order to get feedback on the assessed variables and for future repair. Likewise in Higher Education Prog has undertaken the process of measuring student satisfaction through a distributed questioner finally disemester each class lecture. However, the deployment process questioner is identified there are 7 (seven) problems. However, the problem can be resolved by the 3 (three) ways of solving problems one of which is a system of iLearning Survey (Isur), that is by providing an online survey to students that can be accessed anywhere and anytime. In the implementation shown a prototype of Isur itself. It can be concluded that the contribution Isur system can maximize the decision taken by the Higher Education Prog. By using this Isur system with questions and evaluation forms are submitted and given to the students and the other colleges. To assess the extent to which the campus has grown and how faculty performance in teaching students class, and can be used as a media Isur valid information for an assessment of activities throughout college.

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

An Error Analysis of Hiragana and Katakana Writing Systems in the Learning of Japanese as Third Language at UiTM

2020 ◽  
Vol 4 (3) ◽  
pp. 46
Author(s):  
Norhazlina Husin ◽  
Nuranisah Tan Abdullah ◽  
Aini Aziz
Keyword(s):  
Error Analysis ◽  
Foreign Students ◽  
Teaching And Learning ◽  
Language Skills ◽  
The Other ◽  
Japanese Language ◽  
Writing System ◽  
Writing Systems ◽  
Third Language ◽  
Main Challenge

Abstract The teaching of Japanese language as third language to foreign students has its own issues and challenges. It does not merely involve only teaching the four language skills. Japanese language has its own unique values. These unique values also tend to differentiate the teaching of Japanese language as a third language from other third language acquisitions. The teaching of Japanese language as third language to foreign students also involves the teaching of its writing system. This makes the teaching of Japanese language rather complicated because Japanese language has three forms of writings, namely: Hiragana, Katakana and Kanji. Students are required to fully understand the Hiragana system of writing first before proceeding to learn the other two forms of writings. The main challenge in the teaching of Japanese writing systems is the time allocated that can be considered as very limited as other language aspects need to be taught too. This, which relates directly to students’ factor very much contribute to the challenges foreseen. Students are likely to face problems in understanding and using the writings as they simultaneously need to adhere to the findings teaching and learning schedules. This article discusses on the analysis conducted in terms of the learning of the Hiragana and Katagana systems of writing among foreign students. The discussion in this article is based on the teaching of Japanese language to students of Universiti Teknologi MARA(UiTM), Shah Alam. Keywords: Third language, Hiragana, Katakana, Kanji

Politeness Strategy Used in 10th Grade Students’ Anecdote Text

2019 ◽  
Vol 5 (1) ◽  
pp. 72-78
Author(s):  
Novita Mulyana ◽  
Made Budiarsa ◽  
Made Sri Satyawati
Keyword(s):  
Learning Process ◽  
Teaching And Learning ◽  
Communication Theory ◽  
The Other ◽  
Pragmatic Competence ◽  
Ethnography Of Communication ◽  
Public Issues ◽  
Writing Test ◽  
10Th Grade

This research was aimed to find out the types of politeness strategy that is used by 10th grade students to express criticism towards public issues through an anecdote text as well as the implication on the teaching and learning process of anecdote text in SMK TI Bali Global Jimbaran. There were fifteen anecdote texts analyzed in this research and they were collected through a writing test conducted in a 10th grade class in SMK TI Bali Global Jimbaran. The data were classified and analyzed based on the politeness strategy theory proposed by Brown and Levinson (1987) and ethnography of communication theory proposed by Hymes (1973). The result of the analysis shows that from the fifteen anecdote texts collected, there were only two types of politeness strategy found to be used in expressing criticism, they are bald on record strategy and off record strategy. There are ten anecdote texts composed by the students found using bald on record strategy, while the other five anecdotes using off record strategy in expressing criticism towards public issues. In other words, more students still used the more risky way of expressing criticisms, therefore it is important for the teacher to choose or design a better model of learning which can improve the students’ pragmatic competence.

Against Intellectualism

2018 ◽  
Author(s):  
Aaron Z. Zimmerman
Keyword(s):  
Teaching And Learning ◽  
Propositional Attitude ◽  
The Other

The other animals fail to construct sentences, and Descartes inferred from this that they entirely lack beliefs. Contemporary intellectualists—e.g. B. Williams (1973) and D. Velleman (2000)—allow non-human animals beliefs in an “impoverished” sense of the term, while emphasizing the importance of an animal’s “aiming at the truth” when constructing representations of her environment. The pragmatists reject these forms of intellectualism. Humans use sentences to attribute beliefs to themselves and other animals; but there is no further sense in which belief is an essentially “propositional attitude.” Field ethologists report wolves, dolphins, chimpanzees, and scrub jays reflecting and planning, teaching and learning, loving and forgiving. It is a mark in favor of pragmatism that it allows us to understand these behaviors as manifestations of complex bodies of animal belief.

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