Globalizing Higher Education and its Impact on Indian Expat Students (A Case Study of Indian Expat Students Living in UAE)

2021 ◽  
Vol 11 (5) ◽  
pp. 113-116
Author(s):  
Ansari Ebrahim

Education is the backbone of a progressive society as it is clear from the statement of Thomas Jefferson “educate the masses” as he believed that in order to make changes in a society, the whole masses should be educated. The term ‘education’ is a popular and common term used by everybody but understood by very few in its right perspective. In educational text books it is defined as a purposive, conscious or unconscious, psychological, sociological, scientific and philosophical process that brings about development of the individual to fullest extent and also the maximum development of society in such a way that both enjoy happiness and prosperity. Despite the existence of infrastructural facilities, economic status and availability of various educational courses, the attitude towards higher education and learning is not found to be positive among the Indian expat students. The ultimate objective of this study is to find out the factors that influence the attitude of the students towards higher education and recommend sufficient measures to improve it.

2016 ◽  
Vol 7 (2) ◽  
pp. 11-20 ◽  
Author(s):  
Judy Skene ◽  
Louise Pollard ◽  
Helen House

Widening university access to students from low socio-economic status (LSES) and non-traditional backgrounds has been a key equity objective for Australian universities, particularly since the 2008 Review into Australian Higher Education (Bradley, Noonan, Nugent & Scales, 2008). Aspire UWA is an equity pathway that aims to inform aspirations and build academic attainment through direct involvement with students who are the “most able least likely” to access the benefits of higher education (Harris, 2010, p. 7). Through forming long-term partnerships with 63 secondary schools across Western Australia (WA), Aspire UWA has grown since 2009 to engage over 10,000 students annually. Its learning framework is designed to deliver age-appropriate activities to inspire and inform students from Years 7-12 to achieve their educational goals. This paper adopts a case study methodology to explore the Aspire UWA approach, the specific operation of Aspire UWA and the efficacy of the program. 


2018 ◽  
Vol 6 (1) ◽  
pp. 36-43
Author(s):  
Jannah Walters Nerren ◽  
Christina Sinclair ◽  
Nan Barker ◽  
Mark Reid ◽  
Gina Anderson

This paper presents a collection of case stories from five Educator Preparation Programs (EPPs) within colleges of education, four from institutions in Texas and one from California, to present a micro cross-sectional narrative interpretation of what constitutes excellence in educator preparation. The broad framework utilized in this interpretation focuses on the individual approaches used by each institution for creating and sustaining positive cultures of data-informed decision-making, with the ultimate objective of continuous program improvement, while also meeting the accreditation expectations of each institution.


2011 ◽  
Vol 9 (1) ◽  
Author(s):  
Abhir Bhalerao ◽  
Ashley Ward

Formative assessment plays an important role in teaching by motivating learners and providing feedback on the achievement of learning objectives to both students and tutors. However, formative assessment is confounded by large student/tutor ratios, which is an inevitable consequence of resource constraints in publicly funded higher education today. Indeed, for formative assessment to be effective, the feedback to the learner must be timely, specific to the individual, and discursive.DOI:10.1080/09687760108656773 


2020 ◽  
Vol 2 (2) ◽  
pp. 104-114
Author(s):  
Muhabat Khan ◽  
Nosheen Kanwal ◽  
Ghulam Ali Buriro

The aim of the study was to examine the inclination of female students towards higher studies in the Loralai District, Balochistan. The sample of the study was comprised of teachers (N=100) and parents (N=80) from the Loralai, District. The sample was selected through the purposive sampling technique. On behalf of the female students; a questionnaire was designed to make an elicit data from the sample. The collected data was analyzed through t-test. Consistent indicators for low inclination towards higher education were found to be cultural issues, opposition to co-education; low socio-economic status; size of the family, early marriages, distantly situated educational institutions and low parental educational background. Moreover, lack of parental involvement and their differential attitude towards sending their daughters to co-education institutions for higher studies was inversely correlated with female students’ inclination towards higher studies. The implications for solutions were discussed.


2018 ◽  
Vol 60 (6) ◽  
pp. 608-619 ◽  
Author(s):  
Garth D. Stahl ◽  
Cassandra Loeser

Purpose The purpose of this paper is to explore the first-year university experience as an agent for the (re)learning and (re)making of masculine identity as it intersects with other categories of identity. Historically, male students from working-class backgrounds have often struggled with identity issues and many leave school early for vocational employment where their masculinity is reinforced and validated. A small percentage, however, re-enrol in higher education later in life. This paper explores how “Deo”, a tradesperson who became a university student, reconstructed his identity during this transition. Design/methodology/approach The primary methodology for this case study is semi-structured interviews. Findings Deo articulated his transition in terms of “change” and “transformation”, in which a theme of risk was central. He also drew attention to cultural practices that regulate hierarchies of masculinity as they intersect with the identities of age, sexuality, ethnicity and socio-economic status within his work and study. Research limitations/implications This study focusses on one student’s experience in an Australian public university, so findings may not be generalisable. However, single stories are an important means of illustrating the intersection of shared socio-cultural practices. Originality/value Within adult education literature there is limited engagement with intersecting cultural narratives that shape experiences, inequalities and barriers in learners’ lives. Deo’s story gives voice to socio-cultural narratives around masculinity, age, ethnicity, sexuality and socio-economic status, highlighting their central significance to learning, being and belonging.


2021 ◽  
Vol 9 (2) ◽  
pp. 145-169
Author(s):  
Giulia Messina Dahlberg ◽  
Sylvi Vigmo ◽  
Alessio Surian

The aim of this study is to shed light on the ways in which transitions and support are framed in policy contexts in relation to widening participation in higher education (HE) in Sweden and Italy. More specifically, this study investigates the ways in which the discourse about the inclusion of migrant students in HE is framed in relation to the kinds of support for this group offered in two higher educational institutions, in Sweden and Italy. Furthermore, the study sheds light on the ways in which policy ideas about transition and widening participation are enmeshed in the students’ narratives and how they affect their experiences of participation, normalization and marginalization in HE. The analysis includes two datasets: i) national policy, laws and regulations and webpages of a selection of national universities and university colleges; and ii) ethnographically generated data that builds upon a case-study design and consists of audio recordings of informal discussions and interviews with students. We are, in this study, interested in framing diversity in terms of a move beyond the naturalization of hegemonic stances where labelled “Others” (e.g. based on cultural/ethnic background, functionality, socio-economic status) are treated as essentialized or mutually exclusive categories. One of the central, frontline contributions of this study, lies in its attempts to analytically scrutinise processes of inclusion and marginalisation that include a broad analytical gaze. This allowed us to analyse the mismatch between the range of support provided, and the actual needs and challenges that migrant students meet in their transition and participation to higher education in two European countries.


2018 ◽  
Vol 149 ◽  
pp. 01071
Author(s):  
Dorra Ellouze ◽  
Aida Ghammouri ◽  
Rahma Ben Amar

Ready-mix concrete (RMC) in Tunisia is becoming more and more in demand in the civil engineering sector thanks to its qualities of handling in the fresh state and resistance in the hardened state, this composite material must respect the quality-price ratio. A RMC with a minimal cost is the object of our work. This research is part of the opening of higher education on professional life, where we optimized the formulation of a RMC. This work has 3 axes. In the first place the resources in building materials were characterized, namely various samples of sand, gravel, cement and water. Subsequently, the adjuvant-cement ratio (A/C) was optimized. Finally, the workability of the concrete as well as its mechanical aptitude at various ages 7, 14 and 28 days were characterized. These examinations have resulted in an appropriate formulation for any type of resource that varies according to the provenance of the quarries (gravel and sand), the effect of the plasticizer-water reducer is found for a very interesting A/C ratio, the mechanical tests for different ages are also conclusive.


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