scholarly journals Student holistic development through short-term student mobility activities

2020 ◽  
Vol 4 (3) ◽  
pp. First
Author(s):  
Thuy Bich LE
Keyword(s):  
Best Practices ◽  
Student Mobility ◽  
Degree Programs ◽  
Short Term ◽  
High Quality ◽  
Holistic Development ◽  
Study Tour ◽  
Mobility Programs ◽  
Quality Programs ◽  
The University

Many studies have proven the positive impacts of student mobility on learner development. In general, student mobility may take place in two main forms: (1) learning abroad for a degree; (2) short-term mobility with a duration from some days to some weeks under different activities such as credit transfer, faculty-led study tour, and internship. In reality, the number of short-term mobility programs has dramatically increased globally to meet the needs of those who cannot afford overseas degree programs for financial, medical, family reasons, or the like. While learning abroad for degrees is relatively suitable to some specific learners, the above-mentioned mobility activities are generally easier for schools to organize, more accessible to learners as well as contribute significantly to student holistic development. Students of the University of Economics and Law, especially those in high-quality programs, are expected and encouraged to participate in different kinds of short-term student mobility programs. This paper focuses on presenting the impacts of short-term student mobility on student holistic development, illustrating the best practices from the University of Economics and Law and suggests some implications to foster short-term mobility in higher education institutions.

scholarly journals The University of Texas System TeleCampus: A statewide model for collaboration

2002 ◽  
Vol 2 (2) ◽  
Author(s):  
Darcy W. Hardy ◽  
Robert L. Robinson
Keyword(s):  
Distance Education ◽  
Distance Learning ◽  
Faculty Development ◽  
Support Services ◽  
Degree Programs ◽  
High Quality ◽  
Online Programs ◽  
University Of Texas ◽  
The University ◽  
Barriers To Collaboration

The University of Texas (UT) System has been meeting educational needs of students for over 150 years. In 1997, the UT System initiated the development of the UT TeleCampus, a centralized facilitation point for distance learning. The TeleCampus opened its virtual doors in May 1998, focused entirely on support services for students. By late 1998, the TeleCampus had begun developing what would become collaborative benchmark online programs for the UT System. As a result of having developed over 12 complete online degree programs since that time, many lessons have been learned about (1) barriers to collaboration and how to overcome them; (2) faculty development and interaction; and (3) the commitment required to build successful online programs. This article describes the UT TeleCampus initiative and how it has grown from a services-only organization to a nationally recognized model for delivering high quality distance education.

scholarly journals A Pedagogy of Student Mobility

2020 ◽  
Vol 12 (Spring) ◽  
pp. 67-77
Author(s):  
William Geibel
Keyword(s):  
International Student ◽  
Student Mobility ◽  
Educational Activity ◽  
Magical Thinking ◽  
Domestic Students ◽  
Academic Effort ◽  
Humanistic Outcomes ◽  
Mobility Programs ◽  
The University

Student mobility is often hailed for its contributions to certain student outcomes such as improved international understanding and awareness (i.e. humanistic outcomes). Yet despite the heavy reliance placed upon student mobility to produce these humanistic outcomes, little academic effort has been devoted to how these outcomes are attained and what the role of the university should be in facilitating such outcomes. Far too often, universities rely on a type of magical thinking that assumes humanistic outcomes simply by bringing international students onto their campuses. As a result, shortcomings in student mobility programs persist including social and physical separation of international and domestic students, a lack of interaction between these two groups and even, at times, negative interactions that undermine the goals of these programs. Therefore, in place of magical thinking, this paper presents a pedagogy of student mobility to guide how universities approach international student programs. By conceptualizing student mobility as an educational activity in which the university must play the role of facilitator, the pedagogy borrows from a range of educational theories and tools to put forth four tenets that can assist universities in overcoming current shortcomings and fulfill the potential of student mobility programs.

The Impact of International Student Mobility Programs on Brazilian Students’ Perceptions of Entrepreneurialism

2019 ◽  
Vol 24 (2) ◽  
pp. 249-268
Author(s):  
Luisa Veras de Sandes-Guimaraes ◽  
Artur Tavares Vilas Boas Ribeiro ◽  
Justin Hugo Axel-Berg ◽  
Guilherme de Rosso Manços ◽  
Guilherme Ary Plonski
Keyword(s):  
International Student ◽  
Student Mobility ◽  
International Exchange ◽  
Mobility Programs ◽  
Brazilian Students ◽  
Entrepreneurship Ecosystems ◽  
The University ◽  
The Impact ◽  
Science Technology And Innovation ◽  
Innovation And Entrepreneurship

This article assesses whether or not students with international exchange experience return to their home countries with qualitatively different perspectives on the way universities can play a role in fostering innovation and entrepreneurship ecosystems. It includes survey data collected from 516 Brazilian undergraduates asked to rank characteristics of an entrepreneurial university on a scale from 1 to 5. The findings of this study suggest that those with international experience tended to emphasize connections between university and nonacademic partners, compared with nontraveling counterparts, who emphasized the importance of infrastructure in the university. Therefore, use of such programs may have an impact upon the structure of ST&I (Science Technology and Innovation) systems.

Critical Components in Preparing Students for Short-Term Study Tours to Asia

2016 ◽  
pp. 188-214
Author(s):  
Tracey Bretag ◽  
Robert van der Veen ◽  
Sonia Saddiqui ◽  
Ying Zhu
Keyword(s):  
Student Mobility ◽  
Administrative Staff ◽  
Multiple Perspectives ◽  
Short Term ◽  
Term Study ◽  
Roles And Responsibilities ◽  
Study Tour ◽  
Short Term Study ◽  
Student Focus ◽  
Critical Components

Universities need to provide effective support for students and staff to successfully engage in intercultural learning activities as part of outbound mobility experiences. This chapter addresses the less researched area of pre-departure support for student mobility experiences in Asia. The research participants for this study included eight academic study tour leaders and three administrative staff, plus five student focus groups representing various disciplines in one Australian university. All participants had recently undertaken a short-term study tour to an Asian destination. This chapter identifies the key areas of preparation for a short-term study tour from the multiple perspectives of those who organise and lead the study tour, to those who participate in the experience. The chapter concludes with recommendations for how preparation for short-term study tours may be improved, including a discussion of roles and responsibilities for students, staff and their institutions.

Identification of Current Best Practices for Short-term Medical Mission Trips and Adherence to Current Common Principles and Guidelines

2020 ◽  
Vol 7 (2) ◽  
pp. 67-82
Author(s):  
Susan Andrews
Keyword(s):  
Best Practices ◽  
Global Health ◽  
Language Proficiency ◽  
Survey Methodology ◽  
Healthcare Providers ◽  
Final Analysis ◽  
Short Term ◽  
Convenience Sample ◽  
Operational Practices ◽  
Descriptive Survey

Background:  Recent reviews of published guidelines for conducting short-term medical missions (STMM) identify significant concerns about the lack of adherence and of formal regulations concurrent with the increasing number of individuals and organizations participating in STMM. Method: A descriptive survey methodology was used. A 44-item survey that identifies current practices utilized by healthcare providers (HCP) who have participated in STMM was used based on the literature and prior research, and distributed electronically to HCP participating in STTM to identify current best practices and compare findings with the most recent recommendations for short-term global health activities. A focus on current operational practices was surveyed and analyzed to develop operational recommendations for the ethical and safe care provided during STMM. Results: Eighty-seven surveys were included in the final analysis, with 33% (N=29) serving as coordinators for the trip. The majority of the respondents were female (67%) and the primary roles represented were: MD (N=17; 20%), nurse practitioner (N=20; 23%), and registered nurse (N=18; 21%). A majority (N=48; 67%) traveled to South America or Latin America, with 38% (N=33) having participated in four or more STMM. Language proficiency was reported as deficient (N=35; 40%) along with little or no knowledge of the basic culture (N=39; 45%). Additional data were collected on trip preparation, clinic operations, and outcomes follow up. Conclusions: Using a convenience sample, the results of the survey provide information on the current best practices utilized by HCP who have participated in STMM and compare the findings to assess for adherence with the most recent recommendations for short-term global health activities. There was variation in the degree to which HCP were knowledgeable about specific aspects related to knowledge of local culture, language proficiency, and adherence to recommended practices for STMM. Additional research on STMM is needed, along with further exploration of how evidence based practices for STMM can be implemented to improve access and safety to the care provided while in the host country.

Doctor of Business Administration (D.B.A.): A Viable Credential for Faculty in Programmatically Accredited Business Degree Programs?

10.28945/3529 ◽  
2016 ◽  
Vol 11 ◽  
pp. 217-226 ◽  
Author(s):  
Helen L MacLennan ◽  
Anthony A Pina ◽  
Kenneth A Moran ◽  
Patrick F Hafford
Keyword(s):  
Doctoral Program ◽  
Business Administration ◽  
Academic Programs ◽  
Future Research ◽  
Degree Programs ◽  
Business Programs ◽  
Professional Degree ◽  
Doctor Of Philosophy ◽  
Business Practitioners ◽  
The University

Is the Doctor of Business Administration (D.B.A) a viable degree option for those wishing a career in academe? The D.B.A. degree is often considered to be a professional degree, in-tended for business practitioners, while the Doctor of Philosophy (Ph.D.) degree is por-trayed as the degree for preparing college or university faculty. Conversely, many academic programs market their D.B.A. programs to future academicians. In this study, we investigat-ed whether the D.B.A. is, in fact, a viable faculty credential by gathering data from univer-sity catalogs and doctoral program websites and handbooks from 427 graduate business and management programs to analyze the terminal degrees held by 6159 faculty. The analysis indicated that 173 institutions (just over 40% of the total) employed 372 faculty whose ter-minal degree was the D.B.A. This constituted just over 6% of the total number of faculty. Additionally, the program and faculty qualification standards of the six regional accrediting agencies and the three programmatic accrediting agencies for business programs (AACSB, IACBE, and ACBSP) were analyzed. Results indicated that all these accrediting agencies treated the D.B.A. and Ph.D. in business identically and that the D.B.A. was universally considered to be a valid credential for teaching business at the university level. Suggestions for future research are also offered.

scholarly journals Challenges for Change Agents. Best Practices at the University Library of Freie Universität Berlin

ABI-Technik ◽  
2020 ◽  
Vol 40 (4) ◽  
pp. 357-364
Author(s):  
Martin Lee ◽  
Christina Riesenweber
Keyword(s):  
Best Practices ◽  
Change Agents ◽  
Large Change ◽  
University Library ◽  
The Future ◽  
The University ◽  
Insight Into

AbstractThe authors of this article have been managing a large change project at the university library of Freie Universität Berlin since January 2019. At the time of writing this in the summer of 2020, the project is about halfway completed. With this text, we would like to give some insight into our work and the challenges we faced, thereby starting conversations with similar undertakings in the future.

Madam Secretary, help us improve social-emotional learning

2017 ◽  
Vol 98 (8) ◽  
pp. 64-69 ◽  
Author(s):  
Maurice J. Elias ◽  
Samuel J. Nayman ◽  
Joan C. Duffell ◽  
Sarah A. Kim
Keyword(s):  
Education System ◽  
Character Development ◽  
Social Emotional Learning ◽  
Social Emotional ◽  
High Quality ◽  
College Career ◽  
Life Success ◽  
Quality Programs ◽  
The U.S

Considering the key role of social-emotional and character development (SECD) competencies in college, career, and life success — and considering that many of those competencies are teachable — there is no excuse for failing to incorporate them systematically into our education system. That would be the equivalent of depriving children of oxygen. This article is addressed to the U.S. Secretary of Education and other education policymakers and offers them specific recommendations to guide policy that would yield high-quality programs of support for SECD in all schools.

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