Knowledge Transfer Openness Matrix Facilitating Accessibility in UK Management Education Teaching

This is an empirical investigation considering how the Knowledge Transfer Openness Matrix (KTOM) could facilitate accessibility and Knowledge Transfer (KT) for the UK Higher Education (HE) Management Education Teaching when utilising learning technologies. Its focus is where learning technologies applications currently assist the KT process and support accessibility for the HE teacher and learner. It considers the philosophy of openness, focusing on its usefulness to support accessibility within UK HE Management Education Teaching. It discusses how the openness philosophy may assist the KT process for the HE teacher and learners using learning technologies. In particular, the potential to support accessibility within HE Management Education Teaching environments is appraised. There appear several implications for both teachers and learners. These are characterized in the proposed KTOM. The matrix organises KT events based on the principles of the openness philosophy. The role of learning technologies in events is illustrated with regard to teaching and learning accessibility.

Integrating LAB Work With Classes in Computer Network Courses

The use of the communication and information technology tools can aid students in their lab work to add more flexibility to the accessibility and providing of up-to-date higher education allowing students accessing knowledge anytime, anywhere which will facilitate the lifelong learning and provide accessibility to the curriculum and other students' resources from anywhere at any time. Laboratory work by students in the information technology and engineering fields of study is a must requirement in all accreditation agencies and targeted employment places. This chapter demonstrates a project based learning technique that has been integrated with ordinary classes in computer network courses. The tools used in this study concentrates on the modeling and simulation of different aspect of computer networking that highlight different skills needed to any computer network engineer.

Access to Higher Education for People with Disabilities

This chapter focuses on a series of related questions centered on access issue for people with disabilities in Chinese higher education: what is the representation for people with disabilities in Chinese higher education? What factors contribute to the impediment of access for higher education for people with disabilities? What educational legislation exist that provide educational guidelines for people with disabilities? What cultural traditions underlie the lack of educational attainment for people with disabilities in China?

Accessibility of Sino-African Educational Partnerships in Higher Education

By analyzing current literatures (2012-2016) and using author's personal experience in bringing one Chinese university's students to have service learning projects in Africa, this chapter aims at 1. reviewing the current forms of and 2. explore the alternative way of Sino-African educational partnerships in higher education since the establishment of Peoples' Republic of China in 1949. The literatures have informed that Sino-African educational partnerships have received positive feedback. However, cultural challenges associated with the existing educational partnerships may result in lowering the partnerships quality. The motivations of the African students to pursue their studies in Chinese universities may subsequently be lowered. To deal with these potential problems, the chapter argues that one way to handle the cultural issues could be to let both Chinese and African students experience their cultures physically before educational partnerships.

The Model of Technology-Supported Learning for Special Educational Needs Learners

The Model of Technology-Supported Learning can be considered among the comprehensive model in creating the inclusive environment for SWDs. It is based on the two needs assessments conducted among the public and 66 SWDs from eight Malaysian HEIs. It was then validated by a heterogeneous group of 11 subject matter experts (SMEs) from overseas and locals via the Delphi Technique. The consensus among the SMEs was achieved at the Round Two of Delphi. This indicates that the Model of Technology Supported Learning for SEN Learners is feasible and accepted to be implemented in the Malaysian HEIs. The Model comprised of one main component with six sub-components namely: 1) Academic Affairs, 2) Student Affairs, 3) Library, 4) University Administration, 5) Community, Industrial Networking, and Alumni, and 6) Special Department/Unit for SEN learners. In this chapter, the focus will be given on the special unit for SEN learners' component. The exemplification of the component will be discussed further to demonstrate how the Model is feasible to be implemented in higher education.

Expanding Access While Narrowing Outcomes

As Malaysia attempts to expand access for their minority groups using international branch campuses (IBCs), the IBC emphasis on developing students into tech-savvy, English-speaking, business leaders is leading to divisions based on language and ability that present new accessibility challenges. This chapter draws on the findings from a qualitative study conducted at three IBCs in the greater Kuala Lumpur area of Malaysia to understand how IBCs both facilitate and obstruct access to higher education for Malaysia's diverse population, and to reframe how access is understood in an area of cross-border higher education. This study found that: a) the instructional approach used in the business degrees at Malaysia's IBCs provides a very different pedagogical experience for students compared with the forms of instruction at their secondary schools; b) the new English-only, group-based learning highlights students' ethnic and linguistic differences; and c) students' successful transition to the surrounding business sector depends on their ability to acquire skills offered at the IBC.

A Case Study of Duke Kunshan University

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.

Cultivating Global Citizens for the Global Good

Being cognizant of international matters and understanding of cultures other than one's own are standards that indicate global citizen readiness. Cultural competency and international mindfulness inherently fosters opportunities for dialogue and developing relations between countries. Higher education students in the United States are instructed in an English-dominant environment, a hindrance to their global citizenship preparedness. A facet of global citizenship bids competency in a language other than English and limiting students to one language will isolate them from the rest of the world. The question therefore unfolds around the benefits of bi/multilingualism and the accessibility of language particularly in self-proclaimed worldly universities. Ultimately, cultural and developmental language learning in United States is neglected, birthing a second language illiteracy crisis in higher education.

The Accessibility of Internationalisation

This chapter discusses the complexities associated with the genuine accessible and inclusive internationalised higher education (HE) practises. With the diversification of international student population, it is all the more necessary to ensure that the university policy and practice is compliant and responsive to the differing needs related to students' multiplicity of identities. Practices, which may on surface appear to be inclusive of international students, in reality may not necessarily be accessible to those international students who also belong to one or more other minority groups. This chapter will therefore consider the application of some ‘inclusive' practice insights that accommodate diversity of international students' needs. The conclusion will highlight the benefits of all-encompassing inclusive practices and the resulting wider implications for the student population at large.

Issues on Financing Higher Education in Tanzania

Education is a key to the development of any nation. Higher Education, in particular, is expected to produce graduates with knowledge and skills required for solving open and closed ended socioeconomic problems with a view of improving livelihoods. In order to achieve this end, it is mandatory for national governments to invest heavily in education and ensure equity and equality in accessing education opportunities. However, a critical examination of trends in financing higher education in Tanzania has revealed that higher education sector is currently being underfunded by the government. This trend does not only affect the issues of accessibility to and equity and equality in higher education, but also impinges on the provision of quality higher education. Thus, this chapter examines the trends and proposes a way forward for sustainable higher education funding policies.