A Case Study of Duke Kunshan University

2017 ◽  
pp. 21-36 ◽  
Author(s):  
Matthew Vollrath ◽  
Robert A Lloyd ◽  
Yanxu Liu
Keyword(s):  
Higher Education ◽  
Student Engagement ◽  
International Education ◽  
Relevant Literature ◽  
Point Of View ◽  
Valuable Insight ◽  
Branch Campus ◽  
International Branch Campus

This chapter considers Duke University's motivation, approach, and challenges in launching its international branch campus (IBC), Duke Kunshan University in Kunshan, China. Differing perspectives on the project are presented from the point of view of DKU students, faculty, administrators, and an international education consultant. Taken together and in the context of relevant literature and the information provided in Duke University's primary China planning document, their thoughts and observations offer valuable insight to the ongoing conversation about the role of IBCs in higher education, and coalesce around the importance of an institutional brand rooted in consistent values and a genuine culture of faculty, staff, and student engagement.

Network Analysis of the Integration Level of the Universities Participating in Project 5-100 in the International Higher Education Area

2019 ◽  
Vol 28 (11) ◽  
pp. 155-167
Author(s):  
P. A. Zhdanov ◽  
N. A. Polikhina ◽  
E. Yu. Sema ◽  
L. V. Kazimirchik ◽  
I. B. Trostyanskaya ◽  
...  
Keyword(s):  
Higher Education ◽  
Network Analysis ◽  
International Education ◽  
Russian Federation ◽  
Education System ◽  
Point Of View ◽  
International Higher Education ◽  
Scientometric Analysis ◽  
Higher Education System ◽  
The Russian Federation

The paper analyzes measures adopted by the Russian Federation on internationalization and globalization of the higher education system, its integration into the international scientific and education area. One of the initiatives of the authorities of the Russian Federation in this direction is Project 5-100, designed to increase the competitiveness of both a selected group of universities and the Russian higher education system as a whole. Among the successful practices of Project 5-100, one can identify the presentation of a single stand of participating universities at the international education exhibitions APAIE, EAIE, NAFSA. Within this study, we explore the cooperation of the universities participating in Project 5-100 with potential international partners at global educational exhibitions by means of network analysis with graphs. The effectiveness of such cooperation from the point of view of integration of the universities from this group into the international higher education area is determined through estimations of the usefulness of participation in such events made by the universities and through scientometric analysis. As a result of this study, it was revealed that active participation in international educational exhibitions including negotiating, establishing contacts with international partners, contributes significantly to the promotion of the universities participating in Project 5-100 in the international arena.

Higher education, post-conflict democratization and the legacies of authoritarian rule: The Tripoli University Programme for Rebuilding Libya

2021 ◽  
pp. 174619792098136
Author(s):  
Sansom Milton
Keyword(s):  
Higher Education ◽  
Middle East ◽  
Civic Education ◽  
Authoritarian Rule ◽  
Post Conflict ◽  
Transitional Processes ◽  
The Arab Spring ◽  
The Relationship

In this paper, the role of higher education in post-uprising Libya is analysed in terms of its relationship with transitional processes of democratization and civic development. It begins by contextualising the Libyan uprising within the optimism of the ‘Arab Spring’ transitions in the Middle East. Following this, the relationship between higher education and politics under the Qadhafi regime and in the immediate aftermath of its overthrow is discussed. A case-study of a programme designed to support Tripoli University in contributing towards democratisation will then be presented. The findings of the case-study will be reflected upon to offer a set of recommendations for international actors engaging in political and civic education in conflict-affected settings, in particular in the Middle East.

scholarly journals The Role of Simulation and Serious Games in Teaching Concepts on Circular Economy and Sustainable Energy

Energies ◽  
2021 ◽  
Vol 14 (4) ◽  
pp. 1138
Author(s):  
Rocio de la Torre ◽  
Bhakti S. Onggo ◽  
Canan G. Corlu ◽  
Maria Nogal ◽  
Angel A. Juan
Keyword(s):  
Higher Education ◽  
Natural Resources ◽  
Circular Economy ◽  
Serious Games ◽  
Sustainable Energy ◽  
Point Of View ◽  
University Management ◽  
Teaching Methodologies ◽  
The Will

The prevailing need for a more sustainable management of natural resources depends not only on the decisions made by governments and the will of the population, but also on the knowledge of the role of energy in our society and the relevance of preserving natural resources. In this sense, critical work is being done to instill key concepts—such as the circular economy and sustainable energy—in higher education institutions. In this way, it is expected that future professionals and managers will be aware of the importance of energy optimization, and will learn a series of computational methods that can support the decision-making process. In the context of higher education, this paper reviews the main trends and challenges related to the concepts of circular economy and sustainable energy. Besides, we analyze the role of simulation and serious games as a learning tool for the aforementioned concepts. Finally, the paper provides insights and discusses open research opportunities regarding the use of these computational tools to incorporate circular economy concepts in higher education degrees. Our findings show that, while efforts are being made to include these concepts in current programs, there is still much work to be done, especially from the point of view of university management. In addition, the analysis of the teaching methodologies analyzed shows that, although their implementation has been successful in favoring the active learning of students, their use (especially that of serious games) is not yet widespread.

Framing the role of higher education in sustainable development: a case study analysis

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Suzanna Elmassah ◽  
Marwa Biltagy ◽  
Doaa Gamal
Keyword(s):  
Higher Education ◽  
Sustainable Development ◽  
Educational Leaders ◽  
Primary Data ◽  
Study Analysis ◽  
Structured Interviews ◽  
Content Type ◽  
Case Study Analysis

Purpose Higher education institutions (HEIs) should play a fundamental role in achieving the international 2030 sustainable development (SD) agenda. Quality education is the fourth of the sustainable development goals (SDGs), and one of the targets related to this is to ensure that by 2030 all learners acquire the knowledge and skills needed to promote SD. Therefore, the SDGs provide a motive for HEIs to integrate SD concepts into their day-to-day practices. This study aims to introduce a framework for HEIs’ sustainable development assessment. Such a framework guides HEIs and educational leaders to support their countries’ commitments to achieving the SDGs. Design/methodology/approach This paper presents the results of a case study analysis of the role and successful techniques of HEIs in achieving SD in three countries, namely, Germany, Japan and Egypt. Primary data was collected by semi-structured interviews with three Cairo University officials, while secondary data was collected by reviewing the universities' official websites, reports, publications and related papers. This study introduces a novel framework for HEIs' SD analysis and assessment, which guides HEIs and educational leaders to support SD to fulfill their countries' commitments to achieving the SDGs. This framework is based on the following five categories: strategic direction and institutional working practices, supporting students, supporting university staff competencies, supporting society's stakeholders and networking and sustainable campus. Consideration is given to the potential role of HEIs to support SD in each of these areas. Findings Cairo University could learn from the novel and pioneer practices of the Leuphana University of Lüneburg, and the University of Tokyo to fill in the gaps it has in different roles. It can also put more effort into adopting the suggested higher education programs of Egypt's Vision 2030. Research limitations/implications This paper is limited to a case analysis comparing three countries, Germany, Japan and Egypt. Second, this study has not considered school education, which is equally essential in countries' SD. Practical implications HEIs can use the framework and the findings in this paper to evaluate their current roles in supporting SD, identify the gaps and take actions accordingly to address their weaknesses. Originality/value The paper compares three universities, one in each of the case study countries. It draws conclusions that identify ways in which the paper's framework and findings can guide SD practice in HEIs internationally, especially those in the developing world.

Post-worldview? A dialogic meta-narrative analysis of North-South, South-South, and Southern theory

2017 ◽  
Vol 19 (2/3) ◽  
pp. 65-77
Author(s):  
Brian D. Denman
Keyword(s):  
International Education ◽  
Narrative Analysis ◽  
Comparative Education ◽  
Relevant Literature ◽  
Global South ◽  
Point Of View ◽  
Discursive Practice ◽  
Content Type ◽  
The Difference ◽  
Subject Material

Purpose Utilising dialogic meta-narrative analysis, a form of inquiry based on examining the difference between voices in meaningful and relevant dialogue (Wegerif, 2006, p. 347), the purpose of this paper is to present an examination of three relevant works on theories of the global South for identifying educational patterns, themes, and biases from the worldview perspectives of the respective authors. Design/methodology/approach In comparative and international education “qualitative” research, the acceptance of differing points of view and reference have often resulted in a fragmented and fractitious affirmation of cultural relativity, whereby the pursuit of truth (Veritas) has been replaced by the pursuit and contestation of a plurality of knowledges and truths. Davies defines this as “discursive practice”, which refers to the way discourse and the production of selves produce and reconstitutes one’s social and psychological realities (Davies, 1999, p. 88). The positional and discursive worldviews relative to “other” are not only dependent on locational, contextual, and time (Zeitgeist) dimensions, but also on disciplinary methodological foundations and subjective interpretations of both experience and choice. Findings The analysis of the three scholarly works identifies issues of comparative education research from a dialogic and dialectic perspective, suggesting that relativistic notions of research are required and necessary in order to expand horizons and “break out of the box” to broaden one’s imagination. Research limitations/implications The questions raised by all three worldviews require further research: Who pays? Who benefits? Should the field contest the positional points-of-reference of comparativists? Should theory and mode of inquiry be made more clear in order to understand and discern the positional authority of the researcher and the researched? Should relevant literature addressing subject material involve greater scrutiny – if not collaboration – between scholars from different worldview perspectives? Practical implications Subjectivity, validation and significance of findings contribute to dissemination and advancement of knowledge, and if not robust or rigorous, are simply another point of view. Originality/value This is a new paradigmatic approach to problematising comparative and international research from three positional worldviews. The value in problematising the three worldviews helps to delve deeper into the issues at hand regarding the global South.

Facebook as Complementary Teaching Material: Reconceptualizing the Context Boundaries of Formal and Informal Learning in EFL Higher Education

2021 ◽  
Vol 4 (9) ◽  
pp. 23-35
Author(s):  
Iman Abbas
Keyword(s):  
Higher Education ◽  
English Language ◽  
Pedagogical Practices ◽  
Survey Analysis ◽  
Structured Interviews ◽  
Formal Curriculum ◽  
Positive Attitudes ◽  
Skills Learning

This article is a case study that aims to understand and explore a teacher's perspective about integrating Facebook as an informal social platform into the EFL classroom in a higher education context in Oman. The study further aims to identify the attitudes and perspectives of a group of students belonging to the same context. Research data came from semi-structured interviews with a teacher participant and a survey questionnaire with student participants. The study provides a set of findings based on interview data analysis and questionnaire survey analysis. The study's findings revealed the teacher and students' positive attitudes and perspectives towards the role of Facebook in boosting pedagogical practices and increasing English language skills learning. This study contributes to knowledge by providing insights on the integration of Facebook as an informal platform into the formal curriculum-based learning in TESOL. The insights and findings are of value to the teachers and instructors in EFL higher education contexts. Pedagogical implications for ESL (English as a second language) and EFL (English as a foreign language) and researchers are offered in the light of these results.

Learner-Active, Technology-Infused Classroom

2020 ◽  
pp. 38-56
Author(s):  
Aubrey Statti
Keyword(s):  
Student Engagement ◽  
Implementation Process ◽  
Classroom Observations ◽  
Title 1 ◽  
Case Study Methodology ◽  
Southwest Florida ◽  
Study Methodology ◽  
Visual Materials

This chapter seeks to present an example of technologically-advanced curriculum through LATIC (learner-active, technology-infused classrooms). This study aimed to explore the specific application of LATIC curriculum in a 3rd grade Title 1 classroom in Southwest Florida. The research focused on 1) the intended and achieved learning outcomes of the curriculum, 2) student engagement with their peers, teacher, and technology, and 3) experienced successes as well as any challenges faced during the LATIC implementation process. Further, the purpose of this research was to experience the day to day functions of a LATIC in order to evaluate its appropriateness for learners of varying educational levels and backgrounds. Through the case study methodology, the researcher utilized classroom observations, interviews with the teacher, and an analysis of classroom documents and visual materials as a means to understand both the role of the students and of the teacher in a LATIC environment.

“You Can Lead the Horse to Water, but … ”

2012 ◽  
pp. 182-199
Author(s):  
Henk Huijser ◽  
Michael Sankey
Keyword(s):  
Higher Education ◽  
Distance Education ◽  
Web 2.0 ◽  
Learning Management Systems ◽  
Web 2.0 Technologies ◽  
Learning And Teaching ◽  
Potential Benefits ◽  
The University

This chapter outlines the potential benefits of incorporating Web 2.0 technologies in a contemporary higher education context, and identifies possible ways of doing this, as well as expected challenges. It uses the University of Southern Queensland (USQ), primarily a distance education provider, as the context for many of its case study examples. In particular, it addresses the important role of the allowances of particular learning management systems (LMSs) in pedagogical applications of Web 2.0 technologies. Overall, this chapter argues that the goals and ideals of Web 2.0/Pedagogy 2.0 can be achieved, or at least stimulated, within an institutional LMS environment, as long as the LMS environment is in alignment with such goals and ideals. It uses the implementation of Moodle at USQ as a case study to reinforce this argument and explore which factors potentially influence a shift in thinking about learning and teaching in a Web 2.0 context.

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