scholarly journals International Education and Lifetime Benefits: a Case Study

2019 ◽  
Author(s):  
Huijuan Xue
Keyword(s):  
International Education

Institutionalizing International Education and Embedding Education Abroad Into the Campus Community

2019 ◽  
pp. 172-183
Author(s):  
Carola Smith
Keyword(s):  
Community College ◽  
Strategic Planning ◽  
Study Abroad ◽  
International Education ◽  
Campus Community ◽  
Study Abroad Programs ◽  
Education Abroad ◽  
Descriptive Case Study ◽  
International Collaborations

This chapter is a descriptive case study on one community college in California to show how the institution was able to successfully institutionalize study abroad through advocacy, strategic planning, and the cultivation of local, statewide, and international collaborations. Because of the longevity and vitality of the program examined in this particular case study, there is useful insight for other education abroad professionals who are at varying stages of implementing, developing, or institutionalizing study abroad programs at their respective institutions.

International Collaboration for Technology Enhanced Education in Rwanda

2010 ◽  
pp. 31-49
Author(s):  
Paul Breen
Keyword(s):  
Teacher Training ◽  
International Education ◽  
International Collaboration ◽  
Political Factors ◽  
Collaborative Project ◽  
Specific Discipline ◽  
Advisory Role

This case is a case study of a collaborative project in the field of international education, within the specific discipline of teacher training. The author had an advisory role in this project which serves as a positive example of how STEP (social, technological, economic, and political) factors can be dealt with in the cont

Co-Branding Through an International Double Degree Program: A Single Case Study in Sport Management Education

2020 ◽  
Vol 14 (2) ◽  
pp. 119-128
Author(s):  
Tim Ströbel ◽  
B. David Ridpath ◽  
Herbert Woratschek ◽  
Norm O’Reilly ◽  
Markus Buser ◽  
...  
Keyword(s):  
International Education ◽  
International Business ◽  
Sport Management ◽  
Single Case ◽  
Degree Program ◽  
Management Program ◽  
Future Research ◽  
Success Factor ◽  
Double Degree

Scholars forecast that globalization will require sport managers to have competencies in international business. Sport, due to its global nature, has become an international business, leading to sport management programs at postsecondary institutions growing in number and the marketing of such programs becoming a key success factor. In an increasingly competitive educational environment, both effective curriculum offerings and innovative marketing, including branding, are important for a successful sport management program. This article shares a case study of innovative marketing—the co-branding through a double degree program between two long-standing sport management programs, one in North America (Ohio University, United States) and one in Europe (University of Bayreuth, Germany). This program is designed to enhance international education, as well as global internship and job-placement opportunities. The details of the double degree program within the background of co-branding are presented as a pedagogical framework for international education. Data from a survey of industry professionals are analyzed to demonstrate the need for such an international double degree program. Results provide a template for replication by other institutions and identify potential future research.

scholarly journals KNOU-UNESCO Cooperative Model for PCPD Region Development

2014 ◽  
Vol 9 (1) ◽  
pp. 65-79 ◽  
Author(s):  
Jinah Seol
Keyword(s):  
International Education ◽  
Development Stage ◽  
Cooperative Model ◽  
Post Conflict ◽  
Open And Distance Learning ◽  
Set Up ◽  
Training Programmes ◽  
Cooperative Venture ◽  
Exchange Programmes

This study aims to explore KNOU's potential for supporting international education programmes and to propose a cooperative model between KNOU and UNESCO for establishing an open and distance learning (ODL) system in the ‘post conflict, post disaster’ (PCPD) regions. Coupled with UNESCO's expertise in rehabilitation programmes, KNOU will be able to initiate an international ODL programme by transferring its experience and technical and media know-how to the respective developing countries. This study examines pedagogical usage of ICTs and a possible collaborative model among institutions in three phases: an introduction stage, a development stage, and a completion stage. To strategically effect an international cooperative model, four potential action plans by KNOU are suggested. First, KNOU and UNESCO should construct a team that will choose a PCPD country as a case study and consult specific strategiesfor the implementation of the KNOU model. Second, leadership seminars and training programmes should be developed concurrently. Third, networking and cooperative systems should be set up with local universities. And, finally, student exchange programmes and overseas volunteer programmes should be designed and operated. Utilization of its advanced and systematic DE cooperative model will allow KNOU, as one of the leading ODL institutions, to carry out a meaningful international cooperative venture with UNESCO.

A Case Study of Duke Kunshan University

2017 ◽  
pp. 21-36 ◽  
Author(s):  
Matthew Vollrath ◽  
Robert A Lloyd ◽  
Yanxu Liu
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
International Education ◽  
Relevant Literature ◽  
Point Of View ◽  
Valuable Insight ◽  
Branch Campus ◽  
International Branch Campus

This chapter considers Duke University's motivation, approach, and challenges in launching its international branch campus (IBC), Duke Kunshan University in Kunshan, China. Differing perspectives on the project are presented from the point of view of DKU students, faculty, administrators, and an international education consultant. Taken together and in the context of relevant literature and the information provided in Duke University's primary China planning document, their thoughts and observations offer valuable insight to the ongoing conversation about the role of IBCs in higher education, and coalesce around the importance of an institutional brand rooted in consistent values and a genuine culture of faculty, staff, and student engagement.

(Re)Building a feeling of belonging in complex emergencies

Ethnologies ◽  
2007 ◽  
Vol 27 (1) ◽  
pp. 55-76
Author(s):  
Julia Dicum
Keyword(s):  
International Education ◽  
Theory Development ◽  
Curriculum Studies ◽  
Refugee Education ◽  
Complex Emergencies ◽  
Comparative And International Education ◽  
Afghan Refugee ◽  
Complex Emergency ◽  
Recent Trends

Abstract In an effort to contribute to the development of the emerging field of studies related to complex emergencies, this article seeks to define recent trends in curriculum studies and research methodology in comparative and international education (CIE) and will suggest crucial areas where CIE and curriculum studies contribute to theory building for a qualitative praxis of implementing learning environments in complex emergency contexts. It goes on to test the emerging sense of a critical learning theory for survival against the case study of Afghan refugee education in south-west Pakistan during the Taliban era. This represents an attempt by emergency educationists to move away from solely focusing on the practical aspects of their field towards thinking more strategically and deeply about the nature of the field itself and suggesting early directions that theory development might usefully take. The paper draws on the author’s firsthand experiences of managing refugee education programmes, as well as publicly available policy documents, field reports, and the strong theoretical traditions within curriculum studies, thereby highlighting the need for rigorously developing a deeper understanding of education for survival in complex emergency environments.

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