scholarly journals Special Issue Editorial: The Impact of Globalization for Adult Education and Higher Education

2013 ◽  
Vol 22 (2) ◽  
Author(s):  
Mary Gene Saudelli ◽  
Dolana Mogadime
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Inaugural Address ◽  
Special Issue ◽  
Teaching And Research ◽  
Lecture Series ◽  
Challenges And Opportunities ◽  
The Impact ◽  
Practice Of Teaching ◽  
Adult And Higher Education

This special issue ‘The Impact of Globalization for Adult Education and Higher Education’ was inspired by Sharan Merriam’s visit in 2011 to Brock University during which she delivered the inaugural address in the Faculty of Education’s “Distinguished Speaker Lecture Series.” Her lecture was entitled, “Globalization: Challenges and Opportunities for Adult Education.” As the editors of this special issue, we sought manuscripts that considered the question: How does globalization play out within the practice of teaching and research in adult and higher education?

scholarly journals A Conversation with Sharan Merriam: Globalization and Adult Education

2013 ◽  
Vol 22 (2) ◽  
Author(s):  
Mary Gene Saudelli ◽  
Dolana Mogadime ◽  
Nancy Taber
Keyword(s):  
Higher Education ◽  
Adult Education ◽  
Lifelong Learning ◽  
Knowledge Economy ◽  
Global Education ◽  
Educational Context ◽  
Special Issue ◽  
Global Context ◽  
Challenges And Opportunities ◽  
The Impact

On September 22, 2011, Sharan Merriam visited Brock University to give a Distinguished Speaker Lecture entitled "Globalization: Challenges and Opportunities for Adult Education." Based on her research about the future of adult education within a global context, Merriam’s lecture sets the tone for this special issue on the impact of globalization for adult education and higher education. Merriam (2010) unpacked the phenomenon of globalization, connected it to the knowledge economy, and situated it within a contemporary, political, social, cultural, and educational context. Merriam (2010) highlighted the need for consideration of the trends and trajectories in adult education related to globalization as "adult education does not occur in a vacuum" (p. 408). She emphasized the need to consider research on lifelong learning that has been impacted by global education. Merriam’s work further highlighted the need for the sharing of knowledge among international educators in a global context.

scholarly journals Disruptive Changing Higher Education Ecosystems: Have University Academics Been Gazumped?

2021 ◽  
Vol 4 (2) ◽  
pp. p12
Author(s):  
Dr Warrick Long ◽  
Associate Professor Lisa Barnes ◽  
Professor Maria Northcote ◽  
Professor Anthony Williams
Keyword(s):  
Higher Education ◽  
Online Teaching ◽  
Education Sector ◽  
Academic Environment ◽  
Challenges And Opportunities ◽  
Disruptive Change ◽  
The University ◽  
The Impact ◽  
Teaching Workload

Continual reforms in the Australian Higher Education Sector result in ongoing significant changes to the experiences of the Australian academic. As a result, massification, internationalisation and corporatization form the landscape of academia in Australia. The Australian University Accounting Academic (AUAA) faces ongoing challenges and opportunities within this dynamic academic environment, and this study explores these challenges in relation to teaching themed issues that confront the AUAA. By using a questionnaire and interviews with AUAAs, three themes emerged, being curriculum, teaching workload, and the impact of online teaching. The “ASSET” support framework is developed from these conversations with the AUAA’s to help them become an “asset” to the university during these times of disruptive change instead of allowing the system to “gazump” them.

scholarly journals Editorial Volume 9, Issue 2 2018

2018 ◽  
Vol 9 (2) ◽  
pp. i-iii
Author(s):  
Karen Nelson ◽  
Tracy Creagh
Keyword(s):  
Higher Education ◽  
High Education ◽  
Higher Education Institutions ◽  
National Association ◽  
Gold Coast ◽  
Special Issue ◽  
Australian Government ◽  
Funding System ◽  
Access And Equity ◽  
The Impact

Welcome to our second issue for 2018.  In February we opened the year with the publication of Volume 9(1), a special issue dedicated to the top papers from the 6th Biennial National Association of Enabling Educators of Australia (NAEEA) Conference which was hosted by Southern Cross University at the Gold Coast, Australia in December 2017.   Shortly after this Conference, the Australian Government announced that undergraduate funding was to be capped at 2017 levels, effectively stopping the demand driven funding system for high education in Australia.  With that backdrop Volume 9(1) was a timely opportunity to consider the impact of disruption, and as perceptions of the value of higher education are challenged, to reiterate the value of supporting access and equity to higher education institutions.

Examining the Factors Shaping the Debate Around the Globalization of Higher Education

2019 ◽  
pp. 1-26 ◽  
Author(s):  
Vlasios Sarantinos
Keyword(s):  
Higher Education ◽  
Research Agenda ◽  
Education Sector ◽  
African Continent ◽  
Colonial Legacy ◽  
The World ◽  
Challenges And Opportunities ◽  
The Impact

The chapter explores the impact globalization has created for the higher education sector, looking at how the landscape evolved across the world and how the role of universities has been transformed. Extending the analysis further, there is an investigation of how institutions have tried to respond to the emerging challenges and opportunities presented as a consequence of the shifting field. The focus then moves to the African continent and peruses the particular development of higher education under the influence of colonial legacy and globalization, examining how institutions have endeavored to adapt. The chapter draws to an end with a reflection of the main issues, inherent limitations, and how the research agenda could be taken further.

Special Issue: Producing the Rounded and Innovative Graduate – Case Studies of Effective Programmes

2012 ◽  
Vol 26 (4) ◽  
pp. 273-278
Author(s):  
George M. Papadourakis
Keyword(s):  
Higher Education ◽  
Case Studies ◽  
Special Issue ◽  
Educational Methods ◽  
Instruction Type ◽  
Science And Education ◽  
Introductory Paper ◽  
Industry And Education ◽  
Education Science ◽  
The Impact

This special issue of Industry and Higher Education is devoted to a selection of papers on the theme ‘Producing the rounded and innovative graduate – case studies of successful programmes’. The papers, reviewed and revised for publication, were presented at the Seventh International Conference on New Horizons in Industry, Business and Education held on the island of Chios, Greece, in August 2011. This introductory paper provides an overview of the conference, summarizes the most important presentations and offers some reflections on the conference outcomes. The key objective of NHIBE 2011 was to identify the impact of new technologies on education, industry and business. Special attention was given to innovative approaches and experiences developed in education in an effort to adapt teaching methods to the new technological era; and a special session was dedicated to graduate students. There was also a Workshop on PIT (Project/Internship Instruction Type) – ‘Views of the Project/Internship Instruction Type’ – organized by Professor Nuno Escudeiro. The major subject streams at the conference were: Education Strategies, New Educational Methods, Industry and Education, Science and Education, Entrepreneurship, Corporate Finance and Governance, and Business Strategies. This introductory paper to this issue of Industry and Higher Education focuses on Education Strategies, New Educational Methods, Industry and Education, Science and Education, Entrepreneurship and the PIT Workshop.

scholarly journals COVID-19 Pandemic and Possible Futures of Adult Online Learning in Higher Education : Six Trends That Could Shape the Future

2021 ◽  
pp. 72-85
Author(s):  
Nicolas Gagnon
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Adult Education ◽  
Online Education ◽  
Time Span ◽  
Emerging Trends ◽  
The Future ◽  
Adult Online Learning ◽  
The Impact ◽  
Insight Into

The COVID-19 pandemic has had and will have, profound effects on adult education (Boeren, Roumell & Roessger, 2020; Kapplinger & Lichte, 2020) and online learning practices. The impact was unprecedented and led to the largest and quickest transformation of pedagogic practice ever seen in contemporary universities (Brammer & Clark, 2020). Although it is too soon for a full assessment, the first step is to gain insight into an understanding of the macro trends taking shape inside and outside the walls of institutions and then explore how these trends may affect the future. Against this background, a question arises: How is the COVID-19 pandemic shaping the future of adult online learning in higher education? Drawing on adult education and higher education scholarly and practitioner literature published over the last year, the purpose of this paper is threefold: (i) in the context of the COVID-19 pandemic, to identify and analyze emerging trends that could shape the future of adult online education in higher education, (ii) to analyze these trends over a longer time span in the literature, and (iii) to explore the possible futures of adult education and online learning in higher education.

scholarly journals Editorial: Advancing Non-placement Work-integrated Learning Across the Degree

2020 ◽  
Vol 17 (4) ◽  
pp. 2-8
Author(s):  
Bonnie Dean ◽  
◽  
Michelle J. Eady ◽  
Venkata Yanamandram ◽  
◽  
...  
Keyword(s):  
Higher Education ◽  
Teaching And Learning ◽  
Integrated Learning ◽  
Special Issue ◽  
Professional Networks ◽  
Transferable Skills ◽  
Global Pandemic ◽  
Workplace Preparation ◽  
Work Integrated Learning ◽  
The Impact

Work-integrated learning (WIL) is on the rise as many universities adopt strategic targets for student workplace preparation as an element of their tertiary studies. Through WIL, students gain real world experiences, transferable skills and build professional networks. WIL is often understood as a placement activity, whereby students spend extended periods of time in industry, typically at the end or near end of their degree. These placements are designed to encapsulate the theoretical learning of a degree through the opportunity to apply knowledge and practise skills in a physical workplace. While there is much evidence in the higher education teaching and learning scholarship that attests to the benefits of placement-based WIL for all stakeholders, innovation in WIL that integrates work practices with learning is also occurring without time on placement or within a workplace. In recent years, WIL activity has extended beyond limited conceptions as describing only placements, to include a range of simulated, virtual, authentic and industry-based activities. The uptake of non-placement learning activities presents as opportunity to investigate the benefits, utility and innovation of this growing pedagogy to contribute meaningful insights to higher education scholarship and practice. This special issue is being published during the trials of the Coronavirus (COVID-19) emergency. This global pandemic has shattered economies, touching every domain of life, including completely disrupting higher education. The call for papers for this special issue was conceived and advertised well before the universal lock down. There was evidence to suggest universities were exploring and experimenting with new ways of engaging with industry partners and that these models were offering extraordinary benefits to student learning and application of knowledge. The COVID-19 situation escalated these experiments, determining virtual WIL and projects or activities leveraged through technological platforms, as the fortuitous survivors. There is no doubt that WIL pedagogies and programs have been hit hard, however, this hardship for some has been described as cause for a learning revolution. For WIL research, this could be the impetus for questioning dominant modes of WIL and extending our understandings and knowledge of the impact of alternative WIL models.

scholarly journals The Impact of Prior Work-Experience on Student Learning Outcomes in Simulated Internships

2020 ◽  
Vol 17 (4) ◽  
pp. 44-61
Author(s):  
Leopold Bayerlein ◽  
Keyword(s):  
Higher Education ◽  
Learning Outcomes ◽  
Work Experience ◽  
Affective Learning ◽  
Learning Needs ◽  
Prior Work ◽  
Structured Interviews ◽  
Challenges And Opportunities ◽  
Prior Literature ◽  
The Impact

In this paper, the extent to which a compulsory non-placement work-integrated learning (WIL) activity, in the form of a simulated internship, in an Australian undergraduate accounting program, created learning outcomes for students with different levels of prior work-experience is assessed. The paper extends prior, theoretically based literature by providing an exploratory evaluation of the experiences of students undertaking a specific simulated internship. This evaluation is important because it enables students and higher education providers to evaluate the extent to which a simulation is likely to meet the learning needs and expectations of individual students and student groups. Despite the critical importance of such an evaluation, prior literature has thus far focused on theoretically based evaluations and comparisons of simulated internships, with empirical evidence being largely absent from the literature. Using a series of semi-structured interviews with students, the current paper shows that the evaluated simulation was generally able to develop cognitive, skill-based, and affective learning outcomes, and that students’ learning outcomes were strongly influenced by their prior real-world work-experience. In addition, the paper also shows that the lived experiences of students within the simulation were much more multifaceted and diverse than anticipated in the prior literature. The findings of this paper are relevant for higher education providers and students planning to undertake a simulated internship, or other non-placement WIL activity. Potential challenges and opportunities for different groups of students arising in the analysed simulation are identified and discussed.

The Theory and Practice of Teaching in Today's Colleges and Universities

2009 ◽  
pp. 764-778 ◽  
Author(s):  
Victor X. Wang
Keyword(s):  
Higher Education ◽  
Social Change ◽  
21St Century ◽  
Teaching And Learning ◽  
Colleges And Universities ◽  
Theory And Practice ◽  
Learning Theories ◽  
Learning Society ◽  
Practice Of Teaching ◽  
Adult And Higher Education

Teaching is changing and it is being forced to change by many forces of social change. Today’s theory and practice of teaching in adult and higher education are not only shaped by technology, but also by prevalent teaching and learning theories such as constructivism, progressive principles of education, humanism and even behaviorism. While behaviorism, a major component of pedagogical teaching, successfully dominated adult and higher education in the past, the purpose of this chapter is to demonstrate that we are experiencing a paradigm shift from being pedagogical in our instruction to an andragogical mode of education in the 21st century due to the fact that we do know, to some extent, how students learn. Therefore, the way knowledge is delivered in the new century must be changed in order to serve the needs of this learning society.

scholarly journals Shifting focus to online learning during the COVID-19 pandemic in Saudi Universities: Challenges and opportunities

2021 ◽  
pp. 1-15
Author(s):  
Nouf Aljohani
Keyword(s):  
Higher Education ◽  
Online Learning ◽  
Learning Strategies ◽  
Learning Process ◽  
Learning Systems ◽  
Educational Institutions ◽  
Challenges And Opportunities ◽  
E Learning ◽  
Integrate Technology ◽  
The Impact

Since 2020, Saudi administrations have provisionally closed educational institutions to mitigate the spread of COVID-19. At the time, employing technology was imperative to accelerate learning efforts and offer methods of enhancing interactions between learners and among learners and tutors. In this review, I first describe the e-learning systems that were used in higher education before the pandemic. Then, I investigate the impact of COVID-19 on Saudi higher education and how universities and public educational institutions responded to the pandemic. In the conclusion, I argue that policymakers, university sectors, and syllabi developers should unify national e-learning strategies, integrate technology in a systematic way, and design e-learning curricula to meet the needs of an ever-advancing world and revolutionise the learning process.

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