scholarly journals Becoming More Culturally Aware in the University Classroom: Advice from a faculty member teaching in the Gulf Region

2004 ◽  
Vol 1 (1) ◽  
pp. 18-32
Author(s):  
Dawn McBride
Keyword(s):  
Higher Education ◽  
Secondary Students ◽  
United Arab Emirates ◽  
Teaching Style ◽  
Cultural Backgrounds ◽  
Gulf Region ◽  
Post Secondary ◽  
The University ◽  
To Receive ◽  
Practical Recommendations

This article will outline my experiences and offer practical recommendations when teaching in a university classroom when the professor and the students come from vastly different cultural backgrounds. I recently relocated from Canada to the United Arab Emirates (UAE) to teach female Muslim post secondary students - many of whom are the first in their family to receive higher education. Since it was difficult to find material on how to adapt one’s teaching style to be more culturally sensitive in the university classroom, the intention of this article is to provide specific tips and strategies on how to adapt one’s teaching style when immersed in an unfamiliar culture.

scholarly journals Academic Drift in Canadian Institutions of Higher Education: Research Mandates, Strategy, and Culture

2019 ◽  
Vol 48 (2) ◽  
pp. 92-108
Author(s):  
Lane D. Trotter ◽  
Amy Mitchell
Keyword(s):  
Higher Education ◽  
Degree Completion ◽  
Institutions Of Higher Education ◽  
Institutional Governance ◽  
Post Secondary ◽  
Academic Drift ◽  
Secondary Systems ◽  
Community Pressure ◽  
The University ◽  
Market Pressures

As with higher-education institutions around the world, British Columbia (BC) and Ontario are increasingly faced with demographic and market pressures that erode the traditional difference between the university and non-university sectors (i.e., colleges and institutes). Key components that ensure these provinces’ institutions preserve their unique roles and differentiations in a changing context, partially driven by their governments, include research mandates, transparency in institutional governance, and strategic documents that resist the academic drift created by institutional isomorphism. Both governments are actively reshaping their post-secondary systems to align with national or regional economic needs, increasing access, streamlining degree completion, and responding to community pressure to have a university or a degree-granting institution. An analysis of the enabling legislation, government policy directives, and institutional documents of both provinces shows that there is a blurring in the distinction between colleges and universities, and the costs associated with this.

Kierkegaard and the Internet

2011 ◽  
pp. 207-214
Author(s):  
Andrew Ward ◽  
Brian Prosser
Keyword(s):  
Twentieth Century ◽  
Service Providers ◽  
The Internet ◽  
Internet Service ◽  
Post Secondary ◽  
The World ◽  
National Networks ◽  
The University ◽  
To Receive ◽  
University Of Idaho

In the last decade of the twentieth century, with the advent of computers networked through Internet Service Providers and the declining cost of such computers, the traditional topography of secondary and post-secondary education has begun to change. Where before students were required to travel to a geographically central location in order to receive instruction, this is often no longer the case. In this connection, Todd Oppenheimer writes in The Atlantic Monthly that one of the principal arguments used to justify increasing the presence of computer technology in educational settings is that “[W]ork with computers – particularly using the Internet – brings students valuable connections with teachers, other schools and students, and a wide network of professionals around the globe.”1 This shift from the traditional to the “virtual” classroom2 has been welcomed by many. As Gary Goettling writes, “[D]istance learning is offered by hundreds, if not thousands, of colleges and universities around the world, along with a rapidly growing number of corporate and private entities.”3 Goettling’s statement echoes an earlier claim by the University of Idaho School of Engineering that one of the advantages of using computers in distance education is that they “increase access. Local, regional, and national networks link resources and individuals, wherever they might be.”4

ICT Integration in Post-Secondary English Teaching and Learning

2013 ◽  
pp. 179-193
Author(s):  
Christina Gitsaki ◽  
Abbad Alabbad
Keyword(s):  
Higher Education ◽  
Language Learning ◽  
United Arab Emirates ◽  
Teaching And Learning ◽  
English Language ◽  
Arabian Gulf ◽  
Computer Assisted ◽  
Secondary English ◽  
Post Secondary ◽  
Fast Pace

The positive effects of computer-assisted language learning (CALL) have been widely acknowledged in the body of literature. While the majority of studies concern the use of CALL in the West, there is a dearth of research on the use of CALL in the Middle East and in particular in the Arabian Gulf where the English language plays a prominent role and being able to speak English is the passport to attending higher education and gaining employment. This chapter documents two case studies in higher education institutions in the Gulf, one in Saudi Arabia and one in the United Arab Emirates. The studies show how the use of CALL positively affected Arab students’ language skills and their attitudes towards learning English with technology, paving the way for further research in the Arabian higher education context, where the use of Information and Communication Technology (ICT) for teaching and learning is gaining ground at a fast pace.

scholarly journals CANADIAN MANUFACTURERS AND EXPORTERS DISCOVERY PROGRAM

2011 ◽  
Author(s):  
Christopher Laing
Keyword(s):  
Secondary Students ◽  
Manufacturing Sector ◽  
Post Secondary ◽  
Art And Technology ◽  
Career Opportunities ◽  
Career Option ◽  
Discovery Program ◽  
Problem Solve ◽  
The Many ◽  
The University

In the news and ever present on the minds of people in the technology and manufacturing sector is Canada’s need to replace nearly four hundred thousand skilled employees who will be progressively retiring over the next several years. To compound this problem, there has been a steady decline in student enrollment in the secondary and post secondary institutions in the science and technology areas (one of the main human resource feeds). Part of the reason for this can be directly related to a lack of awareness, not only to the diverse and exciting career opportunities found in contemporary manufacturing, but also just how important this sector of the economy will be to Canada’s future. This paper explores the success of the CME (Canadian Manufacturers and Exporters) pilot discovery program initiated by Design Engineering from the University of Manitoba. The initiative was directly aimed at secondary students from science, math, business, art, and technology programs. The main objective was to inspire these students by allowing them to experience first hand the many exciting facets of modern-day manufacturing. This was achieved by a hands-on approach to designing, building, and testing a project using their ingenuity to problem solve and the latest type of technology to fabricate their design. The success of this program was at the very least to be aware of a career option they may not of otherwise considered, and at the very most an opportunity to take the first steps to an exciting and rewarding career with the many possibilities that manufacturing has to offer.

scholarly journals STEPPING UP: A PEER-TO-PEER DATING VIOLENCE PREVENTION PROJECT ON A POST-SECONDARY CAMPUS

2013 ◽  
Vol 4 (1) ◽  
pp. 100 ◽  
Author(s):  
D. Gaye Warthe ◽  
Patricia Kostouros ◽  
Cathy Carter-Snell ◽  
Leslie M. Tutty
Keyword(s):  
Violence Prevention ◽  
Secondary Students ◽  
Dating Violence ◽  
Community Partner ◽  
Post Secondary ◽  
Prevention Project ◽  
Secondary Population ◽  
Violence Prevention Program ◽  
Partner Involvement ◽  
The University

The purpose of the Stepping Up project was to develop, implement, and evaluate a peer-facilitated dating violence prevention program for post-secondary students. Phase I of the program focused on recruiting and training student peer- facilitators, adapting the curriculum for a post-secondary population, developing the evaluation measures, ethics clearance, and establishing community partners and an advisory committee. Phase II included recruiting participants, implementing Stepping Up and completing pre, post, and follow-up measures. To consolidate learning the students then completed prevention projects and presented them to the university campus community. Repeated evaluations showed that students had increased knowledge about dating violence and resources and these changes persisted over time. Use of peers as facilitators and community partner involvement contributed to success. Challenges included scheduling the weekend, the time commitment for facilitators and participants, and project resources. Stepping Up is compatible with an academic setting with benefits for both the students and the institution.

scholarly journals The Integration of University with High School Through an Experience Using Pjbl

2019 ◽  
Vol 6 ◽  
pp. 45-62
Author(s):  
Luciano Marins ◽  
Edson De Paula Carvalho ◽  
Walkiria Silva Soares Marins ◽  
Douglas Do Couto Soares ◽  
Francilaine Calixto Gouveia
Keyword(s):  
Information Systems ◽  
Secondary Students ◽  
United Arab Emirates ◽  
Performance Test ◽  
Project Based Learning ◽  
University Center ◽  
The World ◽  
Land Rover ◽  
The University ◽  
Marketing Actions

The present work describes an exchange of experiences among students of the State School CIEP 291 - Dom Martinho Schlude in the City of Pinheiral, RJ, with the Advertising and Propaganda students, Information Systems and Engineering of the University Center of Volta Redonda (UniFOA) during a period of six months. The partnership arose due to a school´s need to develop some actions to participate in the Jaguar Land Rover Competition, 4x4 in Schools Technology Challenge. The challenge required technological changes in a prototype of a 4x4 vehicle approximately 20 cm long, 10 cm wide and 10 cm high. A micro-enterprise was create, with a logo and marketing actions, approaching an entrepreneurial vision. All actions taken were on display on a given day through verbal presentations and visualization of the team's booth. In addition to fulfill these needs, each team were evaluate on the performance test of the prototype in an obstacle course to take time. A partnership with UniFOA  was created to assist in project development and support in the area of technology, strategy and marketing. Companhia Siderúrgica Nacional (CSN) led the industry's support in research and development for strategic planning for the team's actions. The students of the courses of Design, Information Systems, Advertising and Propaganda and Electrical and Mechanical Engineering assigned two hours a week for approximately six months to a technical monitoring involving the needs of the Team.          In the end, the secondary students were able to elaborate all the necessary requirements according to the regulation participating in the National Stage and later of the World Stage. The UniFOA students were able to apply the concepts using Project Based Learning as a methodology fulfilling the role of the university in the society that is to produce knowledge, generate critical thinking, organize and articulate knowledge, forming citizens and professionals. The experience was very enriching providing for all involved strengthening of numerous cognitive and socio emotional skills. As a result of the project, the AUTO291 team was the champion in the National Stage, conquering the opportunity to represent the country in the world event, being the champion team in the category of "Best Media Dissemination" and was among the top three in the "in Abu Dhabi, United Arab Emirates..  

scholarly journals Student food insecurity at the University of Manitoba

2017 ◽  
Vol 4 (1) ◽  
pp. 139-159 ◽  
Author(s):  
Meghan Entz ◽  
Joyce Slater ◽  
Annette Aurélie Desmarais
Keyword(s):  
Food Security ◽  
Food Insecurity ◽  
Secondary Students ◽  
Chi Square ◽  
Post Secondary ◽  
School Year ◽  
Demographic Indicators ◽  
Canadian Population ◽  
University Of Manitoba ◽  
The University

While rates of food insecurity among various sectors of Canadian population are well documented, food security among post-secondary students as a particularly vulnerable population has emerged in recent years as an area of research. Based on a survey of 548 students in the 2015/16 school year, this article examines the extent of food insecurity among a population of undergraduate and graduate students at the University of Manitoba. Our study reveals that 35.3% of survey respondents face food insecurity. 23.5% of these students experience moderate food insecurity, while 11.8% are severely food insecurity. Using chi-square tests and regression analysis, we compare these rates with various demographic indicators to assess which students are at greater risk of food insecurity, factors contributing to food insecurity, and its effect on their student experience, their health and their lives in general. In contemplating funding for post-secondary institutions and increases in tuition fees, provincial governments need to consider how this will affect student food security

scholarly journals Competences needed for the university faculty in view of pedagogy students

2015 ◽  
Vol 1 ◽  
pp. 205
Author(s):  
Sanita Baranova ◽  
Baiba Kaļķe
Keyword(s):  
Higher Education ◽  
Education Institution ◽  
University Faculty ◽  
Professional Activities ◽  
Didactic Literature ◽  
Professional Development Needs ◽  
Study Process ◽  
The University ◽  
To Receive

Diverse evaluation of the study process and the activities of all participants involved in it is a significant element in the context of introducing quality culture at the higher education institutions (HEI). It is a common practice in HEI to carry out students’ surveys in order to receive students’ evaluation on the quality of the study process as such, the study curriculum, the content and organization of particular subjects. On the basis of the performed analysis of the scientific and didactic literature, the article describes students’ survey and the possibilities of applying its results in assessing the quality of the university faculty’s professional activities. The survey of pedagogy students was performed in the empirical study which helped to find out students’ understanding about the competences needed for the university faculty in their professional activities in the study process at higher education institution and the professional development needs of the university faculty in view of pedagogy students are defined.

Localisation in an emerging Gulf economy

2018 ◽  
Vol 37 (2) ◽  
pp. 151-166 ◽  
Author(s):  
Fauzia Jabeen ◽  
Mohd Nishat Faisal ◽  
Marios Katsioloudes
Keyword(s):  
Higher Education ◽  
United Arab Emirates ◽  
Structural Model ◽  
Rank Correlation ◽  
Gulf Region ◽  
Policy Makers ◽  
Content Type ◽  
Postgraduate Students ◽  
Professional Success

Purpose The purpose of this paper is twofold: first, to understand Emirati nationals’ perceptions of the role of workforce localisation policies in their professional aspirations and growth and, second, to determine the role of higher education and job attributes in the achievement of their goals. The study uses a hierarchy-based model/road map to improve localisation efforts by attempting to aid understanding of the relationships and barriers hindering these processes. Design/methodology/approach The study follows a two-stage process. In the first stage, a questionnaire-based survey was administered to 207 Emirati postgraduate students from public and private universities based in two major Emirates: Abu Dhabi and Dubai. The sample data were analysed by basic descriptive statistics in the form of cross-relationships and rank correlation tests. In the second stage, an interpretive structural modelling approach was used to develop a hierarchy-based structural model of the barriers to localisation. Findings Emiratis younger than 30 years old consider localisation as an enabling factor in their professional success in contrast to those older than 30 years old. The results also indicate that working female Emiratis have significantly more positive attitudes regarding the contribution of localisation towards their professional success than that of their male counterparts. However, both genders see a mismatch in efforts being made to better equip themselves for the workplace. The hierarchy-based model delineates variables that could contribute to making localisation a successful employment programme in the United Arab Emirates (UAE). Research limitations The findings of this study relate to the UAE. However, there are similar localisation programmes that have been implemented in other Gulf Cooperation Council states. Hence, while the results of this study are relevant to the UAE, they may not be generalisable to the entire Gulf region. Practical implications It is proposed that the research findings and the structural model of relationships may help policy makers develop suitable strategies to strengthen the Emirati localisation programme. Originality/value This study makes a contribution to the literature and can serve as a guide to policy makers for localisation programmes. This is achieved by analysing the attitude of UAE nationals studying at higher education institutions. Furthermore, the study presents a hierarchy-based model of the barriers to localisation that explains the root causes of the problem.

Nutritional Quality and Price Of University Food Bank Hampers

2006 ◽  
Vol 67 (2) ◽  
pp. 104-107 ◽  
Author(s):  
Noreen D. Willows ◽  
Vivian Au
Keyword(s):  
Cost Saving ◽  
Food Insecurity ◽  
Secondary Students ◽  
Food Group ◽  
Food Bank ◽  
Perishable Items ◽  
University Of Alberta ◽  
Post Secondary ◽  
The Cost ◽  
The University

Purpose: Food insecurity appears to be a growing problem for post-secondary students, but little study has been made of the 51 campus-based food banks that exist. In 2003-04, the University of Alberta Campus Food Bank (CFB) distributed hampers intended to supply four days of food to 630 unique clients, of whom 207 (32.8%) were children. The nutritional adequacy of food hampers and cost saving to students were evaluated in the current study. Methods: Hampers prepared for one adult, and for one adult with one child, were nutritionally evaluated and scored for number of servings according to Canada’s Food Guide to Healthy Eating. Two types of hampers were evaluated: those containing only non-perishable items, and those containing non-perishable and perishable items. Hamper contents were priced to establish the cost saving to students. Results: The study revealed that a student with one child would receive up to $58.02 worth of food in a hamper that contained perishable items. All hampers met the recommended minimum servings for each food group, but were very low in fat and protein from animal sources. Conclusions: Because students can obtain hampers only twice each month, the CFB is not the solution to food insecurity on campus. Awareness of the issue of post-secondary student food insecurity needs to be raised.

Sign in / Sign up

Export Citation Format

Share Document