scholarly journals Expectations, Practices, And Preferences Of College Students: A Cross-Cultural Perspective Of CIS-Born And Israeli-Born Students In Israel

2012 ◽  
Vol 8 (3) ◽  
pp. 309-318
Author(s):  
Nitza Davidovitch ◽  
Lobova Elena ◽  
Pryamikova Elena ◽  
Semenova Tatiana ◽  
Pechenkina Tatiana ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Cross Cultural ◽  
Institutions Of Higher Education ◽  
Cultural Perspective ◽  
Academic World ◽  
Academic Characteristics ◽  
Student Responsibility ◽  
Research Population ◽  
Almost All

Processes of globalization are permeating the world of higher education and escalating to a previously unprecedented degree, and institutions of higher education previously known for their cultural homogeneity are becoming increasingly heterogeneous. Consequently, cross-cultural study of higher education is evolving from a discipline investigating a relatively marginal phenomenon to one examining a rapidly accelerating process shifting from the margins to the center. Today some claim that cultural differences between students are an essential factor affecting their study expectations, practices, and preferences. This study seeks to examine differences in learning styles, expectations, and study practices of Israeli students versus students in the Commonwealth of Independent States (CIS). The research population consisted of 1,122 students, 554 studying in Israeli institutions of higher education and 568 in the CIS. The research tool was developed specifically for this study and it consisted of 44 items related to four main spheres: 1) students' personal and academic background characteristics, 2) perception of the academic world and of the opportunities afforded by higher education, 3) evaluation of the study environment, and 4) faculty/student responsibility for the study process. Research results indicate intercultural differences on almost all dimensions examined - personal and academic characteristics, perception of opportunities offered by academic studies as manifested in perception of crucial factors for selecting schools, factors arousing academic interest, crucial factors producing competent lecturers, requirements for receiving a good education, creating satisfaction with study conditions, study practices, and time devoted to studies. Research conclusions indicate that the inclusive character of the findings should prompt the academic world to examine mobility in higher education from a cultural perspective. Specifically, it is necessary to consider the diversity of practices, study styles, and preferences among international students.

Peircean studies in Russia: A historical and cross-cultural perspective

2021 ◽  
Vol 12 (1) ◽  
pp. 19-33
Author(s):  
Natalia Lukianova ◽  
Elena Fell
Keyword(s):  
Twentieth Century ◽  
Cultural Landscape ◽  
Dialectical Materialism ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cultural Perspective ◽  
Academic World ◽  
Cross Cultural Communication ◽  
Imperial Russia ◽  
The Cold War

This article aims to contribute to the Peircean studies by providing an account of the reception of Peirce’s philosophy in Russian academia. Peirce was introduced to Russian scholarship at the beginning of the twentieth century, but Russian scholars’ work on Peirce remains unnoticed for the most part in the international academic world. Presenting an outline of their research fills a certain gap in the Peircean studies demonstrating how Peirce was received in imperial Russia, the USSR and post-Soviet Russian academia. This overview can also serve, to some extent, as a contribution to the studies in cross-cultural communication, because the authors present Russian philosophers’ take on an American philosopher considered in the context of the changing historical and cultural landscape. From being introduced to Peirce via a francophone scholar at the beginning of the twentieth century to criticizing Peirce from the stance of dialectical materialism during the Cold War and exploring Peirce’s original work from various angles in the recent decades, Russophone academics could not avoid being affected by the complexity of cross-cultural communication.

Higher Education Scenario from a Cross-Cultural Perspective

2012 ◽  
Vol 10 (4) ◽  
pp. 44-55
Author(s):  
Enric Serradell-López ◽  
Pablo Lara-Navarra ◽  
Cristina Casado-Lumbreras
Keyword(s):  
Higher Education ◽  
Higher Education Institutions ◽  
Cross Cultural ◽  
Cultural Dimensions ◽  
Cultural Perspective ◽  
Relevant Research ◽  
The World ◽  
Strategy Design ◽  
The Impact ◽  
Do So

Higher education institutions are crucial in the present. Universities play a role that varies with time and evolves with society. Globalization is changing the world and affecting higher education institutions in all their intrinsic characteristics: personnel, programs, infrastructures and students. Analyzed is the relevant research on cultural dimensions and applies it to higher education institutions focusing the analysis of the impact on eLearning setups. To do so, variables related to organizational strategy, design of curricula and teaching tools are proposed and analyzed from a set of cultural dimensions. Results show that higher education institutions are facing big challenges in their adaptation to multi-cultural arrangements.

The use of the learning styles questionnaire (LSQ) in the United Arab Emirates

2016 ◽  
Vol 24 (4) ◽  
pp. 490-506 ◽  
Author(s):  
Darwish Abdulrahman Yousef
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Learning Style ◽  
United Arab Emirates ◽  
Undergraduate Students ◽  
Self Report ◽  
Content Type ◽  
Academic Characteristics ◽  
Learning Style Preferences ◽  
Style Preferences

Purpose The purpose of this study is to examine the use of Honey and Mumford’s (1986) learning styles questionnaire (LSQ) in the context of United Arab Emirates (UAE) higher education. In particular, it aims at exploring the learning style preferences of United Arab Emirates University (UAEU) students using LSQ. It also investigates whether there are statistically significant differences in students’ learning style preferences because of their demographic and academic characteristics. Design/methodology/approach Data were collected from a sample of 1,463 undergraduate students at the UAEU. Descriptive and inferential statistics were used to present the main characteristics of respondents, to explore the learning style preferences of UAEU students and to find out whether there are significant differences in students’ learning style preferences because of their demographic and academic characteristics. Findings Results indicated that UAEU students have strong preferences for the four learning styles. Results showed that about 68 per cent of UAEU students have strong or very strong preferences for the activist leaning style, whereas about 84 per cent have strong or very strong preferences for the reflector learning style, 78 per cent have strong or very strong preferences for the theorist learning style; about 60 per cent have strong or very strong preferences for the pragmatist learning style. Furthermore, there were statistically significant differences in certain learning styles because of students’ demographic and academic characteristics. Research limitations/implications There are a number of limitations associated with this study. First, data were collected from a single university in the UAE. Second, the results are based on a self-report survey and this in turn might affect the reliability of the results. Another limitation is that this study is of snapshot type. Hence, it might not capture the dynamic nature of learning style. On the other hand, it has a number of implications for students, educators and administrators. Originality/value The present study is the first attempt to explore learning styles preference of undergraduate students using LSQ, not only in the content of UAE higher education but also in the Arab world.

Cross-cultural Learning Styles in Higher Education

2006 ◽  
Vol 12 (5) ◽  
pp. 247-256
Author(s):  
Gerhard Apfelthaler ◽  
Katrin Hansen ◽  
Stephan Keuchel ◽  
Martin Neubauer ◽  
Siow Heng Ong ◽  
...  
Keyword(s):  
Higher Education ◽  
Learning Styles ◽  
Cross Cultural ◽  
Cultural Learning

Improving Services for International Students by Understanding Differences Between Japanese and United States Culture and Educational Systems

1999 ◽  
Vol 19 (1) ◽  
pp. 22-28
Author(s):  
Diane E. Oliver
Keyword(s):  
Higher Education ◽  
United States ◽  
Secondary Education ◽  
International Students ◽  
Adolescent Development ◽  
Cross Cultural ◽  
Educational Systems ◽  
Institutions Of Higher Education

This article is presented to help advisors gain a better understanding of international students; specific emphasis is given to students who have received their secondary education in Japan. Major topics covered are a) differences between the Japanese and U.S. educational systems, b) the complexities of cross-cultural communications, and c) universal concepts in adolescent development. Problems experienced by international students attending U.S. institutions of higher education often fall into at least one of these areas.

scholarly journals Spirituality through the Lens of Students in Higher Education

Religions ◽  
2021 ◽  
Vol 12 (11) ◽  
pp. 924
Author(s):  
Al Fuertes ◽  
Kelley Dugan
Keyword(s):  
Higher Education ◽  
Graduate Students ◽  
Experiential Learning ◽  
Cultural Exchange ◽  
Cross Cultural ◽  
Institutions Of Higher Education ◽  
Open Spaces ◽  
Exchange Programs ◽  
Spirituality And Religion ◽  
Elusive Concept

Spirituality is an elusive concept to articulate. Not only do people define it in different ways, but all definitions somehow seem to be incomplete. In this article, eighty-eight undergraduate and graduate students from George Mason University (GMU) participated in a study to define spirituality within the context of higher education. Results of the study suggest the following theme-categories. First, spirituality is an abstract reality, which is difficult to define. Second, spirituality is a moral compass, giving direction and meaning to people; and third, spirituality and religion are not the same, but they are interrelated. Since spirituality is a fluid concept that is unique from person to person, the article recommends that institutions of higher education need to incorporate into curricula mechanisms that provide students creative expressions of learning that are experiential, critical, and reflective, including opportunities that enable students to grow and develop holistically, which includes the spiritual aspect of growth, through open spaces of conversation and dialogue, and experiential learning such as community immersion and cross-cultural exchange programs as these will help cultivate and nurture their interests and aspirations, thereby, enabling them to develop meaning and purpose in life.

scholarly journals The Politics In Higher Education: The Contemporary Crises In Higher Education In Nigeria: A Consequence Of Fundamental Political Manipulations Of The Educational System (Military And Civilian Era)

2020 ◽  
Vol 7 (3) ◽  
pp. 203-210
Author(s):  
Celestina Imade Harry
Keyword(s):  
Social Sciences ◽  
Higher Education ◽  
Educational System ◽  
Financial Constraints ◽  
National Development ◽  
Institutions Of Higher Education ◽  
Best Interest ◽  
The Government ◽  
Almost All ◽  
Higher Institutions

The Politics in Higher Education: The contemporary Crises in Higher Education in Nigeria is a consequence of fundamental political manipulations of the educational system – at both the federal and state levels. The government did not take the economy of the country into consideration. This had now made almost all the institutions of higher education of learning in Nigeria to face the financial constraints. For instance look at the specialized Universities of Agriculture at Abeokuta and Makurdi and the Faculties of Science and Technology in Nigerian universities are all facing the same financial problems as the Faculties of Arts and Social Sciences. Furthermore, libraries in most higher institutions of learning today are ill-equipped. Therefore, establishing higher institutions here and there without maintaining the already existing ones is not in the best interest for national development.

Exploring Opportunities and Challenges of Cross-Cultural and International Teaching, Research, and Service for Higher Education Faculty Members

2015 ◽  
pp. 35-48 ◽  
Author(s):  
Melanie C. Brooks ◽  
Jeffrey S. Brooks
Keyword(s):  
Higher Education ◽  
The United States ◽  
Cross Cultural ◽  
Faculty Members ◽  
Global Perspective ◽  
Institutions Of Higher Education ◽  
Cross Cultural Communication ◽  
Challenges And Opportunities ◽  
International Teaching ◽  
Personal Reflections

In this chapter, we relate themes derived from an analysis of literature related to international collaboration and cross-cultural communication. Our analysis helped identify five critical areas that present challenges and opportunities for improvement: (1) communication and language; (2) cultural differences; (3) funding and time; (4) co-authorship and memorandums of understanding; and (5) ethics, respect and trust. We complement presentation of these themes by also including some of our personal reflections on international work as faculty members working at institutions of higher education in the United States. One of the key insights of this inquiry is that the roles and perspectives of many administrators and leaders in institutions of higher education should be reconsidered and reframed in a global perspective to effect meaningful change and improvement.

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