scholarly journals Supporting the Switch to Teaching International Classes in Tertiary Education

2018 ◽  
Author(s):  
Francesca Costa ◽  
Amanda Murphy
Keyword(s):  
Tertiary Education ◽  
Academic Staff ◽  
Training Centre ◽  
The North ◽  
European Universities ◽  
English Medium Instruction ◽  
International Profile ◽  
The University ◽  
Training Modules ◽  
And Training

The internationalisation process in European universities has increased since the Bologna declaration was signed in 1999, with many universities adopting English-Medium Instruction as a top-down strategy to improve the international profile of the institution. Against this background, a research and training centre in a university in the North of Italy has responded to requests from some academic staff for the enhancement of their preparation for teaching in English. The centre offers training modules on EMI teaching to international classes. Drawing on the data collected during the modules, and based on a questionnaire sent to 150 lecturers engaged in EMI in a variety of disciplines within the university, this paper reports on the attitudes of lecturers to teaching their subject in English and on adapting contents and teaching methods to international classes. The results reveal a variety of attitudes among lecturers and point to a need to change some teaching practices in relation to the syllabus as well as the type of assessment adopted. Moreover, there is a need to strike a balance between respecting cultural differences in international classes and connecting international students with the local culture.

Universities and Their Local Partners

2002 ◽  
Vol 16 (2) ◽  
pp. 83-89 ◽  
Author(s):  
Perttu Vartiainen ◽  
Arto Viiri
Keyword(s):  
Science Park ◽  
Regional Effect ◽  
The North ◽  
Transfer Training ◽  
Academic Units ◽  
Development Processes ◽  
Local Initiatives ◽  
Research And Education ◽  
The University ◽  
And Training

In the 1990s Finland began to emphasize a ‘new’, expertise-based regional policy driven by local initiatives and networking. An essential part of this approach is the intertwining of the universities and regional development processes, in which a major role is played by such facilities as science parks. At the heart of the regional impact of the University of Joensuu is the research and training carried out in its basic academic units. The greatest regional effect of the university is due to its internationally competitive research and education, as well as to the development of strategic priority areas. The strategic focal points and strengths of the University of Joensuu, the Joensuu Science Park and the North Karelia region of Finland complement one another well. In addition to the university's own departments, a key channel for transferring expertise is the Joensuu Science Park. The park is responsible for technology transfer, training, development measures and networking with other actors in their fields of expertise.

scholarly journals Optometric education at Westville: past, present and future

2010 ◽  
Vol 69 (1) ◽  
Author(s):  
K. P. Mashige
Keyword(s):  
Academic Staff ◽  
Publication Output ◽  
Full Time ◽  
Research Activities ◽  
Student Enrolment ◽  
Doctoral Programmes ◽  
The University ◽  
Optometric Education ◽  
Indian Students ◽  
And Training

This article presents historical information, current activities and future plans with regards to optometric education at the Department of Optometry, Westville campus of the University of Kwa-Zulu-Natal (UKZN) in Durban. The Department, established in 1979 under the political dispensation of apartheid was intended to cater to the needs of Indian students but now admits students of all races. Also, it has been developing in every aspect of optometric education, staffing and facilities. The undergraduate optometric curriculum at the Department has expanded tremendously over the years and there are now master and doctoral programmes. The number of full-time academic staff has increased from four in 1980 to eleven in 2009. The undergraduate student enrolment has increased from twelve in 1980 to one hundred and sixty in 2009. Research activities and publication output have increased over the years. Community engagement activities have been expanded to meet the needs of the community. Also, physical and training facilities have improved over the years to meet the increasing number of students. The content of this article will be of interest to alumni, current and future students and staff of the Department as well as other stakeholders in the optometric profession and education.(S Afr Optom 2010 69(1) 14-20)

scholarly journals Income adaptation of farmers as long covid-19 pandemy on sustainable ub forest management: a case from Indonesia

2021 ◽  
Vol 883 (1) ◽  
pp. 012069
Author(s):  
A Kustanti
Keyword(s):  
Forest Management ◽  
Land Conservation ◽  
Analysis Method ◽  
Training Centre ◽  
Agricultural Plant ◽  
Analysis Design ◽  
Agricultural Yield ◽  
The University ◽  
Live Environment ◽  
And Training

Abstract This study has analysed farmers' income on their adaptation as long Covid-19 pandemic in University of Brawijaya (UB) Forest. UB Forest got a management right of State Forest Management (Ministry of Forestry and Live Environment/MLEF Indonesia). Preliminary, this forest was managed by State Company Forest, namely Perum Perhutani. But, in 2015 it was transferred to the University by MLEF Indonesia for Education and Training Centre. The agricultural plantation has conducted by 824 farmers who were involved in UB Forest management. There are 16 fields of farmers' land use in 514 ha area. After the forest transfer to the UB Forest, there was no clear how farmers right adjusted the vision and mission of UB. This research wants to analyse how the income adaption farmer as long Covid 19, right and obligation as a shape of participation, and UB Forest management with qualitative approach. Selected respondents were in-depth interviewed. The analysis method used Institutional Analysis Design/IAD (Ostrom, 1999) and Bundles of Right (Ostrom, 1990). Farmers adaptation as long Covid-19 on forest management at UB Forest based on bundles of rights as a Claimant. It means that farmers had two right as below: 1)access and withdrawal right (enter the land, cultivate agriculture land, land conservation, harvest the agricultural yield, watch the forest fire along with UB Forest Team, implementation innovation of UB civitas academic, maintain the tree in UB Forest area, including in education and research of UB) and 2)management right on an agricultural plantation under the tree (a decision the species of agricultural plant, manage the plant, and arrange the cycle of the plantation itself). The income of farmers as long as Covid-19 was declined 39 % from the normal condition.

scholarly journals “My First Year in The University”: Students’ Expectations, Perceptions and Experiences

2019 ◽  
Vol 14 ◽  
pp. 3134-3145
Author(s):  
Kam-Fong Lee ◽  
Chin-Siang Ang ◽  
Genevieve Dipolog-Ubanan
Keyword(s):  
Intellectual Development ◽  
Tertiary Education ◽  
Academic Staff ◽  
Structured Interview ◽  
First Year Experience ◽  
First Year ◽  
Policy And Practice ◽  
Students First ◽  
Career Prospect ◽  
The University

This study aimed to explore students’ first year experience to provide insights that may prove to be useful for institutional policy and practice. A semi-structured interview was conducted on 30 undergraduates from a private university to examine their perceptions, experiences, and attitudes towards first year experience. Themes were derived from the analysis of the transcribed interview transcripts. The results showed that in general students pursue tertiary education as it can guarantee their career prospect and intellectual development. Moreover, classroom engagement and academic staff engagement on students were less crucial in comparison to peer engagement. However, the students’ perceptions of studentship and quality of teaching were positive. Lastly, most students were satisfied with their first year experience in the university. Practical implications, recommendations and limitations for future practice are put forth

scholarly journals Teacher Training College of the Jagiellonian University as an Example of Special-Purpose Training Institution within the Tertiary Education System of the Second Republic of Poland

2021 ◽  
Vol 30 (4) ◽  
pp. 473
Author(s):  
Magdalena Pyter
Keyword(s):  
Teacher Training ◽  
Secondary School Teachers ◽  
Social Role ◽  
Tertiary Education ◽  
Training Institution ◽  
Second Republic ◽  
Training Centre ◽  
Teacher Training College ◽  
The Status ◽  
The University

<p>The article aims to define the position of specialised training in the system of tertiary education. The study looks into the basic legal acts of the Second Republic of Poland governing higher educational establishments in terms of the position awarded to such establishments as special-purpose colleges. The problem was discussed using the example of the Teacher Training College of the Jagiellonian University in Kraków inaugurated in 1921. Information sourced from the archives of the Jagiellonian University reveals how important a social role that institution played in pre-war Poland. It was a major training centre for secondary school teachers in the recovered general educational system. While remaining part of the university and denied academic status, the college was not an ordinary teacher training facility. Its significant position is confirmed by its operation within the framework of the Jagiellonian University, the use of university staff as lecturers, the practical and scientific nature of the curriculum, and students access to internships abroad. All things considered, the Teacher Training College of the Jagiellonian University operating in newly reborn Poland earned the status of a pioneer of specialist education and set the trend for other special forms of training. The novelty of the research carried out and the results obtained arise from the fact that this subject has not yet been analyzed by legal historians. Also for this reason, it should be recognized that the presented issue has a cognitive value for science.</p>

Making a difference: The role of the Māori administrator in Universities

Te Kaharoa ◽  
2012 ◽  
Vol 5 (1) ◽  
Author(s):  
Tania Smith
Keyword(s):  
New Zealand ◽  
Tertiary Education ◽  
World View ◽  
Academic Staff ◽  
Aotearoa New Zealand ◽  
Making A Difference ◽  
European Values ◽  
The Government ◽  
The University

The Tertiary Education Strategy 2010 – 2015 in Aotearoa/New Zealand states that the Government aims to ‘increase the number of Māori students achieving at the higher level’ (Tertiary Education Commission 2010, p10). For this to be achieved universities need to play their part in assisting Māori students to progress beyond the undergraduate degree and into postgraduate study. Universities take their origins from western European values, ideals and world view which are reflected in the curriculum, management systems and processes.  It is predicated that by 2020 over half the tertiary student population will be Māori due to a youthful Māori population (Department of Labour, 2008). This will be a challenge for universities.  Therefore, the role of a Māori administrator within the university system becomes critical in being able to provide useful insight to the university on how to retain Māori students in this changing environment. This paper draws on my Master of Philosophy research.  It will critically examine the role Māori administrator’s play in the recruitment and retention of Māori students in universities in Aotearoa/New Zealand including culturally specific pastoral care, accurate course advice, information on degree requirements, appropriate learning pathways for students and supporting academic staff to track student progress through to completion. These additional responsibilities, often unrecognised by the university, demonstrates the important role a Māori administrator can make in retaining Māori students in the academy. 

Cogs in the Wheel: Academic Trade Unionism, Government, and the Crisis in Tertiary Education in Nigeria

2002 ◽  
Vol 45 (2) ◽  
pp. 141-155 ◽  
Author(s):  
Edlyne Anugwom
Keyword(s):  
Tertiary Education ◽  
Academic Staff ◽  
Economic Adjustment ◽  
University System ◽  
Trade Unionism ◽  
Military Regimes ◽  
Subsequent Decrease ◽  
The Government ◽  
The University

Abstract:This article examines the role of academic unionism in the perennial crisis bedeviling the university system in Nigeria. It is the contention here that contrary to officially sponsored opinion, the crisis can be linked to external factors, especially the government's handling of industrial disputes. The crisis in the system, which started in the early 1990s, can be seen as the direct off-shoot of the macro-economic adjustment programs foisted on the country and the subsequent decrease in government funding of the education sector. Nevertheless, the repressive practices of past military regimes have contributed immensely to the crisis, as have the frequent strikes of the the Academic Staff Union of Nigerian Universities (ASUU). The articles suggests that the crisis can be tackled only with an amelioration of the fundamental problems confronting the system—ranging from underfunding and poor working conditions to excessive government meddling in university governance—and a rethinking of strategies by both the government and ASUU.

The geopolitics of research in teaching and learning in the university in Latin America

2017 ◽  
Vol 1 (1) ◽  
pp. 4 ◽  
Author(s):  
Carolina Guzmán-Valenzuela
Keyword(s):  
Latin America ◽  
Latin American ◽  
Teaching And Learning ◽  
Tertiary Education ◽  
The South ◽  
Creative Commons ◽  
The North ◽  
Research On Teaching ◽  
To Come ◽  
The University

Over recent decades, research and scholarship on teaching and learning in higher education have focused on (i) how to promote student learning in tertiary education through good teaching practices and (ii) on teaching and learning as an area of study of its own. However, there is a meta-component that needs to come into play: (iii) the geopolitics (de Sousa Santos 2014; Connell 2007) in which teaching and learning processes take place. In this paper, I take up this last aspect and offer a perspective on teaching and learning as geographically located in particular countries, focusing especially on the South and especially on Latin America. A search was conducted of papers on teaching and learning that were included in the Web of Science database, and produced by authors in Latin American universities, between 2000 and 2015. The findings show that the scholarly research on teaching and learning in mainstream journals is dynamic and growing in the region. However, it also shows that most of the academic productivity in the area draws on theories produced in the North and lacks a geopolitical perspective. These findings help to illuminate the challenges faced by researchers on teaching and learning in Latin America, and prompt reflection as to how to make more visible the knowledge produced in the South.   How to cite this article: GUZMÁN-VALENZUELA, Carolina. The geopolitics of research in teaching and learning in the university in Latin America. Scholarship of Teaching and Learning in the South, [S.l.], v. 1, n. 1, p. 4-18, sep. 2017. Available at: <http://sotl-south-journal.net/?journal=sotls&page=article&op=view&path%5B%5D=10>. Date accessed: 12 sep. 2017.   This work is licensed under the Creative Commons Attribution 4.0 International License.To view a copy of this license, visit http://creativecommons.org/licenses/by/4.0/

scholarly journals Developing Research Partnerships in Emerging Nations

2018 ◽  
Vol 1 (2) ◽  
pp. 89-119
Author(s):  
Agreement Lathi Jotia
Keyword(s):  
Study Abroad ◽  
Academic Staff ◽  
Study Abroad Programs ◽  
Research Partnerships ◽  
Central Florida ◽  
Emerging Nations ◽  
University Of Botswana ◽  
The North ◽  
The University ◽  
North And South

This article, which was built upon research linked to the development of sustainable study abroad programs in emerging nations, focuses on key challenges to true partnerships between universities in the “North” and “South.” The article begins with an analysis of challenges frequently experienced by universities from the  “North” and “South” when attempting to develop an equitable partnership based on joint grants and/or research projects. It also includes a discussion of struggles experienced by faculty (also known as “academic staff ”) at both universities who desire a more equitable relationship that will enhance the missions of both institutions. Following this theoretical analysis, the study focused on one particular partnership between two universities from the “North” and the “South” (The University of Central Florida, USA, and the University of Botswana), during study abroad programs spanning five years and funded by the U.S. State Department (2012-2015) and the Fulbright-Hays Groups Project Abroad (2011). An analysis of this partnership is particularly relevant as it focuses on the initial steps, dialogues, perspectives and actions of both institutions as they worked through a host of preconceived notions on neocolonialism and the challenges of successfully operating by another’s “rules of engagement” within a dynamic geopolitical platform.

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