The Importance of Information Literacy for Asian Students at European Universities: Outlines

Adaptation to the European Higher Education Area has prompted European universities to concentrate on becoming more attractive to students, lecturers and researchers from different world regions. This paper analyses the places of origin of international university students in different European countries. The countries are shown in groups by their international students’ places of origin.The groups of countries were formed by using a cluster analysis and, as classification variables, the percentage of foreign students from different world regions in each of the European countries. An ascending hierarchical procedure was used to form the groups and, as the distance metric, the squared Euclidean. The results indicate that it is possible to identify four groups of countries with different characteristics. Following the classification, the main differences between the groups of countries were analysed.Observing the different groups obtained, the percentage of African and South American students is remarkable in the group of countries formed by France, Portugal and Spain. In contrast, the group of countries formed by Finland, Germany, Ireland, the United Kingdom, Turkey, Ukraine, Greece and the Russian Federation is distinctive for a high average percentage of Asian students. In the other two groups of countries, there is a considerable percentage of international European students.© 2015 The Authors. Published by Elsevier B.V. Peer-review under responsibility of Academic World Research and Education Center. Keywords: Global demand; University students; Place of origin; European countries.

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Foreign demand for European higher education systems

Global Journal of Business Economics and Management Current Issues ◽

10.18844/gjbem.v7i1.1642 ◽

2017 ◽

Vol 7 (1) ◽

pp. 34-41

Author(s):

Virginia Rincon ◽

Jon Barrutia

Keyword(s):

Higher Education ◽

University Students ◽

European Countries ◽

Asian Students ◽

South American ◽

European Universities ◽

The United Kingdom ◽

American Students ◽

Place Of Origin ◽

European Higher Education

Adaptation to the European Higher Education Area has prompted European universities to concentrate on becoming more attractive to students, lecturers and researchers from different world regions. This paper analyses the places of origin of international university students in different European countries. The countries are shown in groups by their international students’ places of origin. The groups of countries were formed by using a cluster analysis. The results indicate that it is possible to identify four groups of countries. The percentage of African and South American students is remarkable in the group of countries formed by France, Portugal and Spain. In contrast, the group of countries formed by Finland, Germany, Ireland, the United Kingdom, Turkey, Ukraine, Greece and the Russian Federation is distinctive for a high percentage of Asian students. In the other two groups of countries, there is a considerable percentage of international European students. Keywords: global demand, university students, place of origin, European countries.

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Correlation of Attitudes and Beliefs With Actual Abilities of Speech-Language Pathology Students Regarding Aspects of Information Literacy

Contemporary Issues in Communication Science and Disorders ◽

10.1044/cicsd_42_f_225 ◽

2015 ◽

Vol 42 (Fall) ◽

pp. 215-225

Author(s):

Bradford Swartz ◽

Ann Ratcliff

Keyword(s):

Information Literacy ◽

Attitudes And Beliefs ◽

Speech Language Pathology ◽

Language Pathology

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Information Literacy Skills in Speech-Language Pathology Students: Skill Differences Across Academic Levels

Contemporary Issues in Communication Science and Disorders ◽

10.1044/cicsd_40_s_31 ◽

2013 ◽

Vol 40 (Spring) ◽

pp. 31-39 ◽

Cited By ~ 6

Author(s):

Ann Ratcliff ◽

Bradford Swartz ◽

Lana Ivanitskaya

Keyword(s):

Information Literacy ◽

Literacy Skills ◽

Speech Language Pathology ◽

Language Pathology ◽

Information Literacy Skills

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Diagnostik von ICT Literacy: Messen Multiple-Choice-Aufgaben und simulationsbasierte Aufgaben vergleichbare Konstrukte?

Diagnostica ◽

10.1026/0012-1924/a000243 ◽

2020 ◽

Vol 66 (3) ◽

pp. 147-157

Author(s):

Martin Senkbeil ◽

Jan Marten Ihme

Keyword(s):

Information Literacy ◽

Large Scale ◽

Panel Study ◽

Multiple Choice ◽

Ict Literacy ◽

Computer And Information Literacy ◽

Literacy Test

Zusammenfassung. ICT Literacy legt eine performanzbasierte Erfassung mit simulierten und interaktiven Testaufgaben nahe. Der vorliegende Beitrag untersucht, ob mit Multiple-Choice (MC)-Aufgaben ein vergleichbares Konstrukt wie mit Simulationsaufgaben erfasst wird. Hierfür wurden die Testergebnisse zweier Instrumente aus aktuellen Large-Scale-Studien gegenübergestellt, die an N = 2 075 Jugendlichen erhoben wurden: der auf MC-Aufgaben basierende ICT Literacy-Test für Klasse 9 des Nationalen Bildungspanels (National Educational Panel Study, NEPS) und der simulationsbasierte Kompetenztest der internationalen Schulleistungsstudie ICILS 2013 (International Computer and Information Literacy Study). Die Analysen unterstützen die Gültigkeit der Konstruktinterpretation des MC-basierten Tests in NEPS. Im Sinne der konvergenten Evidenz korrelieren die MC-Aufgaben substanziell mit den computer- und simulationsbasierten Aufgaben in ICILS 2013 (.68 ≤ r ≤ .90). Weiterhin ergeben sich positive und für beide Tests vergleichbar hohe Korrelationen mit ICT-bezogenen Schülermerkmalen (z. B. Selbstwirksamkeit). Weiterführende Analysen zum Zusammenhang mit allgemeinen kognitiven Fähigkeiten zeigen zudem, dass ICT Literacy und kognitive Grundfähigkeiten distinkte Faktoren repräsentieren.

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