Exploring Opportunities and Challenges of Cross-Cultural and International Teaching, Research, and Service for Higher Education Faculty Members

2015 ◽  
pp. 35-48 ◽  
Author(s):  
Melanie C. Brooks ◽  
Jeffrey S. Brooks
Keyword(s):  
Higher Education ◽  
The United States ◽  
Cross Cultural ◽  
Faculty Members ◽  
Global Perspective ◽  
Institutions Of Higher Education ◽  
Cross Cultural Communication ◽  
Challenges And Opportunities ◽  
International Teaching ◽  
Personal Reflections

In this chapter, we relate themes derived from an analysis of literature related to international collaboration and cross-cultural communication. Our analysis helped identify five critical areas that present challenges and opportunities for improvement: (1) communication and language; (2) cultural differences; (3) funding and time; (4) co-authorship and memorandums of understanding; and (5) ethics, respect and trust. We complement presentation of these themes by also including some of our personal reflections on international work as faculty members working at institutions of higher education in the United States. One of the key insights of this inquiry is that the roles and perspectives of many administrators and leaders in institutions of higher education should be reconsidered and reframed in a global perspective to effect meaningful change and improvement.

scholarly journals Animation Cross-Cultural Communication from the Perspective of Semiotics

2020 ◽  
Vol 2 (1) ◽  
Author(s):  
Hao Yan
Keyword(s):  
Production Capacity ◽  
The United States ◽  
Cultural Influence ◽  
Cross Cultural ◽  
Cultural Communication ◽  
Cultural Industries ◽  
Cultural Industry ◽  
Animation Industry ◽  
Cross Cultural Communication ◽  
The World

<p>In today's globalization, each country in the world is exporting its own economic, political and cultural ideas. The animation industry is part of the cultural industry. China is at a disadvantage in the export in cultural industries. There is a huge gap between China and countries like Japan, Europe and the United States and other countries regarding the animation industry. Therefore, it is necessary to learn the experience and technology of advanced countries to improve ourselves, not only to improve the animation production capacity of China, but also to enhance cultural influence in the international community.</p>

A Historical and Global Perspective on Liberal Arts Education

2016 ◽  
Vol 5 (1) ◽  
pp. 5-22 ◽  
Author(s):  
Kara A. Godwin ◽  
Philip G. Altbach
Keyword(s):  
Higher Education ◽  
United States ◽  
Future Development ◽  
Liberal Education ◽  
Liberal Arts ◽  
Arts Education ◽  
The United States ◽  
Global Perspective ◽  
General Knowledge ◽  
Liberal Arts Education

Debates about higher education’s purpose have long been polarized between specialized preparation for specific vocations and a broad, general knowledge foundation known as liberal education. Excluding the United States, specialized curricula have been the dominant global norm. Yet, quite surprisingly given this enduring trend, liberal education has new salience in higher education worldwide. This discussion presents liberal education’s non-Western, Western, and u.s. historical roots as a backdrop for discussing its contemporary global resurgence. Analysis from the Global Liberal Education Inventory provides an overview of liberal education’s renewed presence in each of the regions and speculation about its future development.

Blending Technology-Centric Strategies for Faculty Development in Higher Education

2017 ◽  
pp. 90-107
Author(s):  
Ute S. Lahaie ◽  
Jacqueline M. Mumford
Keyword(s):  
Higher Education ◽  
United States ◽  
New Technology ◽  
Education Institution ◽  
The United States ◽  
Faculty Members ◽  
Future Research ◽  
Learning Technology ◽  
Pedagogical Approaches

Many universities in the United States are working to incorporate innovative 21st century skills, new active learning pedagogical approaches, and technology. Creating new physical and virtual spaces requires agile faculty professional for technology-centric experiences. Designing and offering meaningful professional development to faculty members in new virtual and physical learning technology-centric environments is a challenge. This case study explores the journey of one higher education institution in the Midwest as they implemented new technology-centric strategies, initiatives, and support. Data from faculty participants indicate the program's success and establish an agenda for future research.

scholarly journals The Woods around the Ivory Tower: A Systematic Review Examining the Value and Relevance of School Forests in the United States

2020 ◽  
Vol 12 (2) ◽  
pp. 531
Author(s):  
Kimberly J. Coleman ◽  
Elizabeth E. Perry ◽  
Dominik Thom ◽  
Tatiana M. Gladkikh ◽  
William S. Keeton ◽  
...  
Keyword(s):  
Higher Education ◽  
United States ◽  
Systematic Review ◽  
Ecosystem Services ◽  
The United States ◽  
Local Communities ◽  
Ivory Tower ◽  
Institutions Of Higher Education ◽  
Cultural Ecosystem Services ◽  
Research And Teaching

Throughout the United States, many institutions of higher education own forested tracts, often called school forests, which they use for teaching, research, and demonstration purposes. These school forests provide a range of benefits to the communities in which they are located. However, because administration is often decoupled from research and teaching, those benefits might not always be evident to the individuals who make decisions about the management and use of school forests, which may undervalue their services and put these areas at risk for sale, development, or over-harvesting to generate revenue. To understand what messages are being conveyed about the value and relevance of school forests, we conducted a systematic literature review and qualitatively coded the resulting literature content using an ecosystem services framework. While school forests provide many important benefits to academic and local communities, we found that most of the existing literature omits discussions about cultural ecosystem services that people may receive from school forests. We discuss the implications of this omission and make recommendations for addressing it.

scholarly journals “There Is Never a Break”: The Hidden Curriculum of Professionalization for Engineering Faculty

2018 ◽  
Vol 8 (4) ◽  
pp. 157 ◽  
Author(s):  
Idalis Villanueva ◽  
Taya Carothers ◽  
Marialuisa Di Stefano ◽  
Md. Khan
Keyword(s):  
Higher Education ◽  
Self Efficacy ◽  
Hidden Curriculum ◽  
The United States ◽  
Institutions Of Higher Education ◽  
Institutional Type ◽  
Chi Square ◽  
Self Advocacy ◽  
Engineering Faculty ◽  
Positive Correlations

The purpose of this exploratory special issue study was to understand the hidden curriculum (HC), or the unwritten, unofficial, or unintended lessons, around the professionalization of engineering faculty across institutions of higher education. Additionally, how engineering faculty connected the role of HC awareness, emotions, self-efficacy, and self-advocacy concepts was studied. A mixed-method survey was disseminated to 55 engineering faculties across 54 institutions of higher education in the United States. Quantitative questions, which centered around the influences that gender, race, faculty rank, and institutional type played in participants’ responses was analyzed using a combination of decision tree analysis with chi-square and correlational analysis. Qualitative questions were analyzed by a combination of tone-, open-, and focused-coding. The findings pointed to the primary roles that gender and institutional type (e.g., Tier 1) played in issues of fulfilling the professional expectations of the field. Furthermore, it was found that HC awareness and emotions and HC awareness and self-efficacy had moderate positive correlations, whereas, compared to self-advocacy, it had weak, negative correlations. Together, the findings point to the complex understandings and intersectional lived realities of many engineering faculty and hopes that through its findings can create awareness of the challenges and obstacles present in these professional environments.

Improving Services for International Students by Understanding Differences Between Japanese and United States Culture and Educational Systems

1999 ◽  
Vol 19 (1) ◽  
pp. 22-28
Author(s):  
Diane E. Oliver
Keyword(s):  
Higher Education ◽  
United States ◽  
Secondary Education ◽  
International Students ◽  
Adolescent Development ◽  
Cross Cultural ◽  
Educational Systems ◽  
Institutions Of Higher Education

This article is presented to help advisors gain a better understanding of international students; specific emphasis is given to students who have received their secondary education in Japan. Major topics covered are a) differences between the Japanese and U.S. educational systems, b) the complexities of cross-cultural communications, and c) universal concepts in adolescent development. Problems experienced by international students attending U.S. institutions of higher education often fall into at least one of these areas.

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