scholarly journals Internationalization at Canadian Universities: Progress and Challenges

2007 ◽  
Vol 36 (2) ◽  
Author(s):  
Linda Weber
Keyword(s):  
International Education ◽  
Collaborative Leadership ◽  
Learning Theories ◽  
Intercultural Training ◽  
International Programs ◽  
Study Abroad Programs ◽  
Canadian Universities ◽  
Strategic Plans ◽  
Il Y A ◽  
The University

The world-wide demand for international education continues to grow and Canadian universities are rising to meet this need. The rationales for internationalization are many and are culturally, politically, academically, and economically based. An overview of the current state of internationalization, its initiatives and programs at Canadian universities is outlined. Some of the challenges of internationalization include a lack of resources and a need for university-wide centralized and collaborative leadership for incoming international students, and study abroad programs. University staff and faculty would benefit from availing themselves of intercultural training provided through their university international offices. Many Canadian universities fully support internationalization in their strategic plans yet have less developed plans of how to implement internationalization into the teaching, support and service dimensions of the university. A case study describes how a mid-sized Catholic affiliated public university college in Ontario is implementing international programs and services for students. Cooperative and experiential learning theories are utilized as a means of guiding implementation. La demande universelle pour l'éducation internationale continue à s'agrandir et les universités canadiennes se montrent à la hauteur de la situation. Il y a plusieurs raisons pour cette internationalisation et elles sont de bases culturelle, politique, universitaire et économique. L'auteur esquisse ici une vue d'ensemble de l'état actuel de cette internationalisation, ses initiatives et ses programmes dans les universités canadiennes. Quelques-uns des défis de cette internationalisation comprennent un manque de ressources et le besoin d'une direction centralisée et collaborative entre les universités pour les programmes d'accueil des étudiants internationaux au Canada et pour les Canadiens qui étudient à l'étranger. La formation interculturelle fournie par les bureaux internationaux des universités ferait du bien aux membres enseignants des universités et aux facultés. Dans leurs plans stratégiques, plusieurs universités canadiennes soutiennent complètement l'internationalisation, mais elles n'ont pas développé les projets pour réaliser l'internationalisation dans toute l'étendue de leur enseignement, leur soutien et de leur service. Par une étude de cas l'auteur décrit comment une faculté catholique de taille moyenne affiliée avec l'université de Western Ontario réalise ses programmes d'internationalisation et offre ses services aux étudiants. Les théories d'apprentissage basées sur l'expérience et sur la coopération sont utilisées pour guider cette réalisation.

scholarly journals College of Agricultural, Food, and Life Sciences International Education: Students’ Preferred Location of Travel and Perceptions of Benefits and Barriers

2018 ◽  
Vol 25 (1) ◽  
pp. 89-99 ◽  
Author(s):  
Leslie D. Edgar ◽  
Don W. Edgar ◽  
Maggie Jo Hansen
Keyword(s):  
College Students ◽  
International Education ◽  
Life Sciences ◽  
International Programs ◽  
Program Participation ◽  
Perceived Benefits ◽  
International Program ◽  
Paper Form ◽  
The University ◽  
Agricultural Food

The University of Arkansas has a campus-wide goal of 25 percent of students participating in an international program prior to graduation. This created concern because only three percent of Dale Bumpers College of Agricultural, Food and Life Sciences (Bumpers College) students participated in an international program prior to 2012. For five years, the Bumpers College International Programs Office (IPO) has assessed students to determine their perceived benefits, barriers, and needs in an effort to design international programs of interest and increase student participation. In this study, Bumpers College students were surveyed to determine perceived benefits and barriers to participating in an international program and identify the countries of interest in visiting. Instruments were administered via paper form to 1,165 students enrolled in large section courses in fall 2016. Using a six-point Likert-type scale, students’ believed international program participation “looks good on a resume” with a mean of 5.46 (SD = 0.77). The least important statement was “increased employability” with a mean of 4.92 (SD = 1.00). Students slightly agreed or agreed to all questionnaire benefit statements. The barrier statement “costs too high” was identified as the most important with a mean of 4.79 (SD = 1.12). The least important statement was “an international program will not have an impact on my future career” with a mean of 2.12 (SD = 1.21). About 72% of students were willing to participate in an international experience in a European country. Recommendations for practice and research are discussed and identified limitations are provided.

scholarly journals Fulfilling Educational Competencies through Global Pharmacy Experiences

Pharmacy ◽  
2019 ◽  
Vol 7 (2) ◽  
pp. 50 ◽  
Author(s):  
Lindsey M. Childs-Kean ◽  
Carol Motycka ◽  
Sven A. Normann ◽  
Randell Doty
Keyword(s):  
United States ◽  
Study Abroad ◽  
International Education ◽  
Pharmacy Practice ◽  
International Health ◽  
The United States ◽  
International Programs ◽  
Study Abroad Programs ◽  
International Experiences

Many Colleges of Pharmacy in the United States offer international education and practice experiences to their students. Multiple publications have described these offerings and related them back to the CAPE 2013 Outcomes. This article describes the multiple international programs offered by one College of Pharmacy, including international Advanced Pharmacy Practice Experiences, Short Study Abroad Programs, and International Health Outreach Trips. The article also details the relevant competencies associated with these international experiences.

scholarly journals “I Am Different From Other Women In The World” The Experiences Of Saudi Arabian Women Studying Online In International Master Programmes

2015 ◽  
Vol 18 (1) ◽  
pp. 85-98 ◽  
Author(s):  
Annamaria Szilagyi
Keyword(s):  
Online Education ◽  
International Education ◽  
Cultural Anthropology ◽  
Saudi Arabian ◽  
University Campus ◽  
Problem Solving Skills ◽  
Values And Beliefs ◽  
Saudi Arabian Students ◽  
The University ◽  
Social Debate

Abstract This paper presents findings from a qualitative study that investigated seven female Saudi Arabian students of the University of Liverpool’s online Masters programmes. Qualitative, first-person research methods and hermeneutic phenomenology were chosen for the analysis and interpretation of transcripts (Langeveld, 1983; van Manen, 1997; Creswell, 2007, Roth, 2012). The principles of cultural anthropology (Hall & du Gay, 1996; Hannerz, 1992; Lull, 2001; Coleman, 2010) were used to take a snapshot of the interviewees’ particular world to provide an overview of the Saudi Arabian culture where the role of women is at the centre of academic, political, religious and social debate These findings reflect the participants’ everyday lives, identities, values and beliefs, presented in a self-reflective, personal ‘life-world’ story of one single Saudi Arabian woman. The findings demonstrate that the primary motivators in choosing online international education to further study are existing limitations of travelling to a university campus and customary gender-segregated education in Saudi Arabia. As a contrast, international online education offers the opportunity to gain up-to-date research-based knowledge in their chosen profession, learn critical thinking and problem solving skills and communicate with male and female students from different cultures.

scholarly journals “Education Abroad” for International Student Advisors: What is the impact on their professional development?

2019 ◽  
Vol 9 (1) ◽  
pp. 306-319 ◽  
Author(s):  
Wei Liu
Keyword(s):  
Professional Development ◽  
International Education ◽  
Comparative Research ◽  
International Student ◽  
Development Program ◽  
Study Abroad Programs ◽  
Education Abroad ◽  
Education Professionals ◽  
Staff Members ◽  
The Impact

It is generally agreed that participating in study abroad programs, even short term, has positive impacts on students. But what would be the impact of an “education abroad” opportunity for staff members in international education? Reported in this paper is a 3-month long professional development program in a Canadian university for 52 international student advisors from 51 different Chinese institutions. Based on data from a survey and their comparative research reports, the study aims to glean the impacts of such an education abroad opportunity for international education professionals after their exposure to a different national context and different practices in international education. Findings of this study show that international comparison can serve as an effective approach to the professional development of international education professionals which enhances their historical, contextual and cultural understanding of their own work.

scholarly journals A proposed strategy for the optimal use of databases and statistical data collection tools to enhance the strategic plan of the Islamic University: استراتيجية مقترحة للاستخدام الأمثل لقواعد البيانات وأدوات جمع البيانات الإحصائية لتعزيز الخطة الاستراتيجية للجامعة الإسلامية

2020 ◽  
Vol 4 (2) ◽  
Author(s):  
Tarek Mahmoud Emara, Ehab Ibrahim Mohamed Ibrahim
Keyword(s):  
Strategic Planning ◽  
Data Collection ◽  
Statistical Data ◽  
Strategic Plan ◽  
Vital Role ◽  
University Employees ◽  
Strategic Plans ◽  
The University ◽  
Future Plans

The databases and data collection tools are a fundamental pillar of strategic planning, especially in the higher education sector. The Islamic University has been interested in achieving ambitious strategic plans and at the same time designing databases and data collection tools to support the decision- making process. So that, this study aimed at presenting a proposed strategy for the optimal use of databases and statistical data collection tools to enhance the strategic plan of the Islamic University. The importance of this strategy is that it plays an essential role in promoting the university's current strategic plan and at the same time it will be an appropriate tool for designing the future plans of the university. The study relied on the descriptive and analytical statistical approach as a framework for the applied and field study. where we designed a strategy supportive of the strategic plan of the Islamic University, and has developed a set of hypotheses associated with the vital role of databases to promote the basic plan the strategy of the Islamic University, the feasibility of the proposed strategy and its benefit, and the extent of satisfaction of the beneficiaries of this strategy, and that exists compatibility in rai of employees of the Islamic University and the views of employers on the proposed strategic plan. The result of study appeared that the average of the opinions of university employees and employers about the proposed strategy and its benefit. The study recommended the necessity of applying the proposed strategy while expanding the integration of databases and data collection tools within the strategic planning requirements of the university and there are need to develop existing databases or create new rules to meet the strategic planning requirements.

scholarly journals Leveraging Student Misconceptions to Improve Teaching of Biochemistry & Cell Biology

2021 ◽  
Vol 83 (1) ◽  
pp. 5-11
Author(s):  
Travis T. Fuchs ◽  
Kevin M. Bonney ◽  
Mike Arsenault
Keyword(s):  
Cell Biology ◽  
Natural World ◽  
Learning Theories ◽  
Collaborative Approach ◽  
Evidence Based Practices ◽  
Educational Levels ◽  
Instructional Focus ◽  
Student Misconceptions ◽  
Using Data ◽  
The University

Students come to science class with many ideas of how the natural world works, some of which do not match the consensus of the scientific community and can lead to misunderstandings. Because a growing body of educational research indicates that these misconceptions can serve as resources for learning, we developed a four-point plan to leverage knowledge of common misconceptions to improve classroom teaching by refining instructional focus, providing opportunities for reflective practice, applying evidence-based practices, and promoting exploration of learning theories. By sharing this plan with our teaching colleagues, we were able to foster a collaborative approach to our and others’ practice. To do this, we compiled a resource bank of common student misconceptions using data collected from the University of Toronto’s National Biology Competition, developed a guide for using this misconception resource bank to promote best teaching practices, then shared this plan with our teaching colleagues in order to foster a collaborative approach to our pedagogy. In this article, we present the resource bank and guide and provide teaching tips that can be applied to a wide array of scientific course types and educational levels.

scholarly journals Comparative Education In Canadian Universities

2007 ◽  
Vol 36 (3) ◽  
Author(s):  
Marianne Larsen ◽  
Suzanne Majhanovich ◽  
Vandra Masemann
Keyword(s):  
Higher Education ◽  
International Education ◽  
Comparative Education ◽  
Canadian Universities ◽  
Comparative And International Education ◽  
Current State ◽  
Canadian Higher Education ◽  
Canadian Context ◽  
History Of ◽  
Three Stages

The first section of this article provides a brief overview of the field in Canada, and in so doing, demonstrates the broad nature of Comparative Education within the Canadian context. The second section of this article provides an overview of the comparative and international education programmes, specialization areas and courses in Canadian higher education institutions, focusing on three stages in the history of Comparative Education in Canada: the 1950s-1970s (Establishment of Comparative Education); the 1980s -1990s (Fragmentation of Comparative Education); and the 2000s (Broadening Comparative Education). While the focus in this article is on Comparative Education in graduate university programmes, a discussion about Comparative Education in teacher education is also included here. Two tables are presented which summarize changes in the field over the past 50 years and the titles of specific courses related to Comparative Education offered in Canadian universities. A discussion of the current state of Comparative Education in Canadian higher education follows with a few concluding explanatory comments about the current state of the field. Dans la première partie de cet article nous offrons un panorama de ce champ au Canada, et en le faisant, nous démontrons la nature étendue de l'éducation comparée dans le contexte canadien. Dans la deuxième partie, nous donnons un aperçu sur les programmes, les domaines spécialisés, et les cours sur l'éducation comparée et internationale offerts dans les institutions d'études supérieures du Canada. Nous les donnons suivant les trois étapes de l'histoire de l'éducation comparée au Canada: pendant les décennies 1950-1970 (l'établissement de l'éducation comparée); pendant les décennies 1980-1990 (la fragmentation de l'éducation comparée); et dans les années 2000 (l'élargissement de l'éducation comparée). Le but principal de cet article est d'élaborer l'éducation comparée aux programmes d'études supérieures mais nous y parlons aussi de l'éducation comparée dans la formation des enseignants et des enseignantes. Deux tableaux donnent le sommaire des changements dans le domaine pendant les cinquante dernières années et le nom des cours offerts dans les universités canadiennes, ayant un trait spécifique avec l'éducation comparée. Nous présentons aussi l'état actuel de l'éducation comparée enseignée dans les universités canadiennes et terminons par quelques commentaires explicatifs sur l'état actuel de ce domaine d'étude.

Intercollegiate Athletics in Canadian Universities: Perspectives on the Future

2001 ◽  
Vol 15 (4) ◽  
pp. 364-379 ◽  
Author(s):  
Karen E. Danylchuk ◽  
Joanne MacLean
Keyword(s):  
Intercollegiate Athletics ◽  
Sport Management ◽  
Athletic Administrators ◽  
Non Profit ◽  
Canadian Universities ◽  
Funding Sources ◽  
Intercollegiate Sport ◽  
The Future ◽  
History Of ◽  
The University

As the new millennium begins, we find intercollegiate sport in Canadian universities at a crossroads. Although the Canadian Interuniversity Athletic Union (CIAU), the governing body for university sport in Canada, has a history of recurring issues and challenges, further change is imminent. This paper provides the perspective of two Canadian intercollegiate athletic administrators and sport management academicians on the future of intercollegiate sport in Canada by focusing on five major areas of concern: (a) diversity, (b) governance, (c) funding of athletics, (d) the role and value of athletics, and (e) the changing environmental context of the university. The authors conclude that university sport in Canada will remain embedded within the non-profit, amateur fabric of the Canadian sporting milieu characterized by a participant rather than spectator focus, men's sport domination, decreased funding sources, and pressures to justify its role and value within a rapidly changing environment. The diversity evident throughout the CIAU will continue to have a compelling impact on the organization.

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