scholarly journals 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
Keyword(s):  
Higher Education ◽  
Economic Status ◽  
Thomas Jefferson ◽  
Common Term ◽  
Ultimate Objective ◽  
The Individual ◽  
The Masses ◽  
Maximum Development

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.

scholarly journals Socio-Economic Impact of Emigration on the Families Members Left Behind: A Case Study of District Rawalpindi

2017 ◽  
Vol II (I) ◽  
pp. 241-252
Author(s):  
Syed Imran Haider ◽  
Burhan Ali Shah ◽  
Noor Jehan
Keyword(s):  
International Migration ◽  
Economic Status ◽  
Socioeconomic Impacts ◽  
Left Behind ◽  
Socio Economic Status ◽  
Socio Economic Impact ◽  
Negative Impacts ◽  
The Masses ◽  
Depth Interviews

The phenomenon of migration is not new and there are many reasons behind this emigration; achieving higher socio-economic status is one of them. In developing countries like Pakistan, poverty is one of the major root causes of emigration. There are some districts of Punjab from where the masses have the trend to migrate. This study addresses the impacts of international migration on families left behind in Dhamial, District Rawalpindi. In-depth interviews were conducted, however data was quantified around positive and negative socioeconomic impacts on families left behind. The evidence showed both positive and negative impacts of international migration. The flow of remittances influences the life of people in positive way and it assisted in improving the socio-economic status of the families. However, there are many other serious problems faced by the families left behind.

Improving Access to Higher Education With UDL and Switch Access Technology

2017 ◽  
pp. 13-30 ◽  
Author(s):  
Luis Perez ◽  
Ann Gulley ◽  
Logan Prickett
Keyword(s):  
Higher Education ◽  
Universal Design For Learning ◽  
Motor Impairment ◽  
Access To Higher Education ◽  
Access Technology ◽  
Technology System ◽  
Design For Learning ◽  
Ongoing Development ◽  
The Individual

This chapter presents an in-depth case study of the creative use of a mobile technology system by a diverse learner who is also one of the authors of the chapter. This learner is blind, has significant fine and gross motor impairment, and speaks in a whisper that is not understood by today's speech recognition technology. The learner's inclusion as an author is, in itself, a testimony to the empowerment the mobile communication system has brought to his life, which in turn has allowed him to be an active participant in the design of a learning environment based on Universal Design for Learning (UDL) principles. More specifically, the chapter details the ongoing development of a system for making math content more accessible not only to the individual learner who is the focus of the case study, but to other learners who struggle with higher level math content in higher education.

scholarly journals The Use of Avatars in Gender Segregated Online Learning Within MOOCs in Saudi Arabia - A Rwaq Case Study

2018 ◽  
Vol 19 (1) ◽  
Author(s):  
Raniah Adham ◽  
Pat Parslow ◽  
Yota Dimitriadi ◽  
Karsten Øster Lundqvist
Keyword(s):  
Higher Education ◽  
Saudi Arabia ◽  
Online Learning ◽  
Online Courses ◽  
Education Technology ◽  
Gender Segregation ◽  
Massive Open Online Courses ◽  
Ultimate Objective ◽  
Arabian Platform

<p class="3">In Saudi Arabia, gender-segregation is a known issue within higher education that often deprives female tutors from providing online learning and Massive Open Online Courses (MOOCs). As well, students may not be getting the benefit of their experience and teaching. The purpose of this study is to develop an Avatar tool to represent a female tutor in a MOOC course with the aim of alleviating the issues of a gender-segregated society in online learning. This project will undertake and analyse a case study concerning the experience of females teaching a MOOC course on “Rwaq” the first Saudi Arabian platform, which was launched in September 2013. The literature on gender-segregation and education technology is reviewed. As an example, gender-segregated in higher education and online learning in Saudi Arabia, Virtual Learning Environments (VLE), Avatar technology in higher education, and finally the adoption of an Avatar tool in MOOCs platforms in SA are examined. One of the objectives of the study is to develop a social interaction environment with learners in online learning within MOOCs. The ultimate objective of this study is to examine if this Avatar tool could alleviate issues of gender-segregation for female lecturers in online learning courses within MOOCs in higher education in Saudi Arabia.</p>

scholarly journals Integrating education for sustainable development into a higher education institution: beginning the journey

2019 ◽  
Vol 1 ◽  
pp. 9
Author(s):  
Richard Howarth ◽  
Tabani Ndlovu ◽  
Sihle Ndlovu ◽  
Petra Molthan-Hill ◽  
Helen Puntha
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Turning Point ◽  
Final Section ◽  
Education Institution ◽  
Education For Sustainable Development ◽  
Global Leader ◽  
The Individual ◽  
The Uk

Much of the current literature on integrating sustainability into HEIs is focussed on why HEIs should embrace sustainable development (SD) and what is still missing or hindering work and the integration of efforts. There is much less exploration of how SD has been interpreted at the individual HEI level and action taken as a result. This case study reflects on important elements of the journey Nottingham Trent University (NTU) in the UK has taken to integrate sustainability, focussing on key decisions and activity in 2009/10. In highlighting this, the authors seek to empower those looking to support and/or lead the embedding of Education for Sustainable Development (ESD), separately or as part of an integrated effort, in their own institution. Today in 2019, NTU is a global leader in integrating ESD as part of a wider SD agenda. The work which this paper presents, to understand and establish a baseline of key elements of NTU’s existing ESD activity and systems, was an important turning point.  Activities undertaken to review and assess ‘where are we now?’, primarily through an institution-wide survey in 2009/10, led to important insights and supported dialogue, as well as the connection and underpinning of core administrative elements of the NTU SD framework and systems. Further recommendations are given in the final section of this paper on other drivers that can help to embed ESD within an HEI.

scholarly journals Aspire UWA: A case study of widening access in Higher Education

2016 ◽  
Vol 7 (2) ◽  
pp. 11-20 ◽  
Author(s):  
Judy Skene ◽  
Louise Pollard ◽  
Helen House
Keyword(s):  
Higher Education ◽  
Economic Status ◽  
Educational Goals ◽  
Case Study Methodology ◽  
Learning Framework ◽  
University Access ◽  
Age Appropriate ◽  
Study Methodology

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. 

scholarly journals On Work Relevance of Adult Education: A Case Study Narrative

2020 ◽  
Vol 18 (2) ◽  
Author(s):  
Tone Vold ◽  
Hanne Haave ◽  
Aristidis Kaloudis
Keyword(s):  
Higher Education ◽  
Knowledge Management ◽  
Formal Education ◽  
Educational Activity ◽  
Work Place ◽  
High Turnover ◽  
Study Program ◽  
New Employees ◽  
The Individual

There is an increased focus on relevance of higher education. Mostly it is about enhanced job opportunities or job advancements for the individual. However, relevance of higher education may also be towards solving important issues or problems at a workplace. There are some necessary preconditions as to how an educational activity becomes relevant. Firstly, the student must be capable to discover how generic knowledge and acquired skills may or may not apply to concrete situations at work. This requires experience, understanding of the norms and culture of the organisation and a certain form of practical intelligence. Secondly, the conditions at work place must be conducive to innovation and change in various ways. In this article, we present a case study where employee turnover and lack of effective training routines were a major efficiency constraint in a Norwegian firm. With constant competition, changes in markets and other factors that influence the sustainability of an organization, cutting costs, such as high turnover and the time from being newcomer to being fully operative in the job. The responsible for training activities in the firm realized that additional formal education at the higher education level was needed, and he decided to enrol in a Knowledge Management study program at The Inland Norway University of Applied Sciences in order to learn how he could improve knowledge management and learning processes of new employees at his workplace. The case study ultimately demonstrates how crucial the interplay between content and form of education on one hand and specific conditions facilitating changes and improvements at work on the other is for the relevance in formal higher education narrative.

scholarly journals Towards electronically assisted a case study

2011 ◽  
Vol 9 (1) ◽  
Author(s):  
Abhir Bhalerao ◽  
Ashley Ward
Keyword(s):  
Higher Education ◽  
Formative Assessment ◽  
Resource Constraints ◽  
Learning Objectives ◽  
Publicly Funded ◽  
Student Tutor ◽  
Education Today ◽  
The Individual

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 

Improving Access to Higher Education With UDL and Switch Access Technology

2020 ◽  
pp. 495-508
Author(s):  
Luis Perez ◽  
Ann Gulley ◽  
Logan Prickett
Keyword(s):  
Higher Education ◽  
Universal Design For Learning ◽  
Motor Impairment ◽  
Access To Higher Education ◽  
Access Technology ◽  
Technology System ◽  
Design For Learning ◽  
Ongoing Development ◽  
The Individual

This chapter presents an in-depth case study of the creative use of a mobile technology system by a diverse learner who is also one of the authors of the chapter. This learner is blind, has significant fine and gross motor impairment, and speaks in a whisper that is not understood by today's speech recognition technology. The learner's inclusion as an author is, in itself, a testimony to the empowerment the mobile communication system has brought to his life, which in turn has allowed him to be an active participant in the design of a learning environment based on Universal Design for Learning (UDL) principles. More specifically, the chapter details the ongoing development of a system for making math content more accessible not only to the individual learner who is the focus of the case study, but to other learners who struggle with higher level math content in higher education.

Multidisciplinary Case Study On Higher Education: An Innovative Experience In The Business Management Degree

2012 ◽  
Vol 5 (5) ◽  
pp. 349 ◽  
Author(s):  
Ricardo Martinez-Canas ◽  
Raul del Pozo-Rubio ◽  
Jose Mondejar-Jimenez ◽  
Pablo Ruiz-Palomino
Keyword(s):  
Higher Education ◽  
Evaluation System ◽  
Business Management ◽  
New Process ◽  
Level Of Knowledge ◽  
The Individual ◽  
High Level ◽  
Voluntary Basis ◽  
Practical Level

Higher education is constantly changing and looking for innovative educational solutions in order to increase the level of the students knowledge and skills. As an important part of this set of educational policies, a new process is emerging for the ideation, planning and implementation of multidisciplinary case studies for students with the aim of developing their knowledge, meaning learning, skills and abilities that necessary for a more complete picture of the problems. In this regard, this paper shows the main results obtained with the realization of joint innovative activity experience developed by multidisciplinary areas in the Business Administration Degree (Management, Corporate Finance and Statistics). This joint activity was proposed on a voluntary basis for those students interested in working in a complete practice with other students and also as a way of replacing the individual activities of each area of knowledge. Fourteen groups of 4-5 people have done this case study, on average, the percentage of participation is about 70% of the students. The design of this methodology with an evaluation system implies students receive a significant percentage of their continuous evaluation. Also, it has allowed the students to achieve at a practical level, the how to and knows how (versus levels, ordered from low to high level of knowledge: dos, shows how, knows how and knows) of a particular set of generic and specific skills.

Developing a Transdisciplinary Work-Based Learning Curriculum

2016 ◽  
pp. 144-167 ◽  
Author(s):  
Darryll Bravenboer ◽  
Barbara Workman
Keyword(s):  
Higher Education ◽  
Learning Opportunities ◽  
Illustrative Case ◽  
Access To Higher Education ◽  
Open Learning ◽  
Industry Sector ◽  
Curriculum Framework ◽  
The Individual ◽  
Gain Access

Middlesex University's transdisciplinary work-based learning curriculum framework is presented as a coherent and innovative means to provide flexible and open learning opportunities for those in work. The chapter describes the underpinning theory that constitutes the work-based learning field of study as well as the structure and components of the curriculum framework. Through illustrative case studies, the chapter demonstrates how the Middlesex transdisciplinary framework has provided opportunities for a variety of working learners to gain access to higher education qualifications that would otherwise have been closed. Each case study illustrates a different aspect of the framework and how it has operated to create opportunities for open learning and credentialing at the level of the individual, the organisation and, lastly, within an industry sector. This demonstrates the potential for transferability of some of the principles and approaches to other higher education curricular settings.

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