Key factors for developing a cross-cultural education program

2015 ◽  
Vol 29 (2) ◽  
pp. 222-233 ◽  
Author(s):  
Keeyung Yang ◽  
Sock H. Chung
Keyword(s):  
Cross Cultural ◽  
Educational Institutions ◽  
Key Factors ◽  
Education Programs ◽  
Cultural Education ◽  
Higher Educational Institutions ◽  
Content Type ◽  
Higher Educational ◽  
Cross Cultural Education

Purpose – As universities and colleges face an increasingly global environment, internationalization is viewed as a critical aspect of education, a fact that has significant academic and economic implications for higher educational institutions worldwide which need to be current with cultural education to adapt to change. Learning from other cultures is essential and valuable for students to connect with other cultures even as they enrich their own lives. Practical processes for developing successful cross-cultural education programs merit serious attention from higher educational institutions. The paper aims to discuss these issues. Design/methodology/approach – The case study explored in this paper demonstrates a practical application of internationalization of music education by examining the experience and outcomes from a cross-cultural program jointly developed by a US and a Korean university. The success of the case study under review hinged on three critical factors for developing a cross-cultural program between international academic partners: organizational commitment, teamwork, and pedagogical content. Findings – The findings support the assertion that the three key factors introduced in the framework can be applied to develop a cross-cultural program between international academic partners. Originality/value – This study proposes a practical framework for developing cross-cultural education programs among higher educational institutions.

Cross-cultural study of the qualitative aspects of higher education teachers' emotional intelligence: Kazakhstan and Russia

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Anar Algozhina ◽  
Raikhan Sabirova ◽  
Roza Alimbayeva ◽  
Gulzada Kapbasova ◽  
Ayan Sarmantayev
Keyword(s):  
Emotional Intelligence ◽  
Emotional Awareness ◽  
Research Literature ◽  
Cross Cultural ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Equal Distribution ◽  
Content Type ◽  
Cultural Research ◽  
Higher Educational

PurposeThe emotional intelligence (EI) model is widely used in pedagogy, management and other spheres as a useful concept with great potential for application. At the same time, there are significant differences in the traits of EI in different social groups, in particular, in different countries, which are just beginning to be studied. To date, there is a significant gap in the research literature on cross-cultural research in the field of EI, especially in the area of measuring its performance. This work is devoted to the study of the quantitative aspects of the differences in the traits of EI between teachers of higher educational institutions in Kazakhstan and Russia.Design/methodology/approachFor the study, 700 participants from two countries were involved, 350 people from each with an approximately equal distribution by gender and age. Mann–Whitney U test and Fisher transformation were used for statistical analysis of the results of the N. Hall test for teachers from two countries.FindingsAs a result of assessing the level of EI by the method of N. Hall, significant differences were found in the manifestation of various scales of EI in representatives of these two groups (Fisher's transformation relative to the scales: “emotional awareness” was f*em = 5.466).Originality/valueThe practical value of the study lies in the discovery of a methodology for determining the difference in the traits of EI, which can be used in the correction of teaching methods, personnel management in higher educational institutions and in the formation of educational teams.

Hygienic assessment of learning environment conditions (by the example of higher educational institutions of the city of Ufa)

2020 ◽  
Vol 99 (4) ◽  
pp. 405-411
Author(s):  
Elena Ju. Gorbatkova
Keyword(s):  
Ionizing Radiation ◽  
Educational Institutions ◽  
Higher Educational Institutions ◽  
Factors Affecting ◽  
Republic Of Bashkortostan ◽  
Average Relative Humidity ◽  
Higher Educational ◽  
The Republic ◽  
And Performance ◽  
The City

Introduction. The important factors affecting health and performance of young people are the conditions of education, in particular, a comfortable microclimate in the classrooms of higher educational institutions. Materials and methods. In view of the urgency of this problem, an analysis was made of the microclimate parameters of educational organizations of different profiles (Ufa city, the Republic of Bashkortostan). 294 classrooms were studied in 22 buildings of 4 leading universities in Ufa. A total of 3,822 measurements were taken to determine the parameters of the microclimate. The analysis of ionizing radiation in the aerial environment of classrooms. There was performed determination of radon and its affiliated products content. In order to assess the conditions and lifestyle of students of 4 higher educational institutions of the city of Ufa, we conducted an anonymous survey of 1,820 students of I and IV years of education. Results. The average temperature in the classrooms of all universities studied was 23.9±0.09 C. The average relative humidity in all classrooms was 34.2 ± 0.42%. Analysis of ionizing radiation (radon and its daughter products decay) in the aerial environment of the classrooms and sports halls located in the basement determined that the average annual equivalent equilibrium volumetric activity of the radon daughter products (EROA ± Δ222Rn) ranged from 28 ± 14 to 69 ± 34.5 meter, which meets the requirements established by SanPiN. Conclusion. The hygienic assessment of the microclimate parameters of educational institutions of various profile revealed a number of deviations from the regulated norms. The results indicate the need to control the parameters of the microclimate, both from the administration of universities, and from the professors. According to the results of the study, recommendations were prepared for the management of higher educational institutions in Ufa.

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