ESP, EMI and interculturality: How internationalised are university curricula in Catalonia?

This study analyses Internationalisation at Home (IaH) courses across a wide range of bachelor’s degrees, from humanities to hard sciences, in public universities in Catalonia, as an in-depth analysis of a South European context. IaH courses selected for analysis included courses (i) on international topics, (ii) taught in English and focusing on content (English-medium Instruction, EMI) and (iii) focusing on language, i.e. English for Specific Purposes (ESP). Results point to a high presence of international content courses, especially in humanities and social sciences, followed by EMI courses, although quantitatively scarce and mainly found in engineering. ESP courses are the least present despite their potential to prepare students for EMI. Reasons that may account for this IaH picture are presented. All in all, it seems that current policies leave language and intercultural competence in the hands of content lecturers, who may not have explicit language and intercultural learning outcomes in mind while it appears that the potential role of ESP as an internationalisation driver may be neglected. This paper thus argues for giving visibility to ESP courses and lecturers in their role for the promotion of curricular internationalisation.Postprint (published version

Comparison of Academic Achievement for a RN-BSN Program Course using Online and Traditional Face-to-face Classroom learning Environment Delivery Methods

An applied project submitted in partial fulfillment of the requirements for the degree of Education Specialist at Morehead State University by Misty Lilley and Donell Murray on January 9, 2016

Vol. 25 no. 2 Semester 2 (2013)

https://researchonline.nd.edu.au/in_principio2010s/1009/thumbnail.jp

The Impact of English Language Proficiency and Workplace Readiness on the Employment Outcomes of Tertiary International Students (Full Report)

This project examines the influence of English language proficiency (ELP) on workplace readiness and employment outcomes for international students and graduates who seek to work in Australia. The study adopts a mixed method approach involving a detailed review of relevant literature, semi-structured individual interviews and focus groups, and quantitative analyses of three statistical data sets — Australian 2006 Census data, Australian Education International (AEI) data from January 2002 to June 2008, and the former Department of Immigration and Multicultural and Indigenous Affairs (DIMIA) Longitudinal Survey of Immigrants to Australia (October 2005 and October 2006). The qualitative data from the interviews enabled the authors to analyse the topic of investigation from several different perspectives including those of: international students and graduates; local (permanent resident or citizen) students and graduates; representatives of tertiary institutions and VET providers; recent offshore graduate job seekers with overseas qualifications; and Australian employers and regulatory bodies in five professional and three trade fields. The findings show that international students employment outcomes are not as good as their Australian domestic counterparts and that they face greater challenges in finding full-time employment after graduation. While ELP is a key factor influencing their employment outcomes — particularly if graduates have low levels of ELP — the findings from this study show that ELP is not the only or principal issue. Employers\u27 first priority is to engage graduates with strong profession-specific skills and then to consider their ‘well-roundedness’. The ‘well-roundedness’ includes graduates’ personal characteristics and attributes, the diversity of their experiences and skills, as well as their ‘cultural fit’ into the workplace. There is potential to respond to this expectation through policies and practices that support integrated approaches for enhancing ELP and workplace readiness within educational institutions, as well as increasing international students’ awareness of the value of the experiences and skills they can develop outside of their studies

Art and the Human Condition: Incorporating Visual Analysis of Artworks into a Undergraduate Pre-Medicine Curriculum

This thesis project presents a sample class session for the course, The Human Condition: An Arts Perpective (ARTH 361), which will be a part of the optional Medical Humanities minor for the pre-medicine students at Virginia Commonwealth University (VCU). Dr. Margaret Lindauer, Associate Professor of Art History at VCU has directed the development of this course. She oversaw the creation of the preliminary syllabus, which includes readings and assignments relevant to the course. The Tour presented in this thesis project provides a model for planning other class sessions, some of which will be developed by Museum Studies graduate students, some of whom might not have previous experience facilitating gallery tours. I assert that tours such as the one proposed in this project provide pre-medicine students with the opportunity to practice observational skills outside of the clinical setting. In looking at art, pre-medicine students approach the act of observation from a different angle and discussion about art objects often have valuable insight about the medical profession they are entering into. This thesis report accordingly offers brief summaries of research studies that were consulted while the aforementioned tour was developed. It also includes the author\u27s experiences working with a group of pre-nursing undergraduate student at VCU, and it includes a summary of the devloped tour as well as feedback provided by a VMFA Education Department staff member

Bologna changes in MA degree programmes. Convergence of the public administration programmes in South-Eastern Europe

The provisions of Bologna Declaration are ongoing implemented in several South- Eastern European states, members or non members of the European Union. For most states, important restructuring processes for the legal framework and organisation system of higher education were imperative. At the same time, the content of the programmes for all the three cycles was revised in order to follow closely the finalities stipulated in the European documents, substantiating the European Higher Education Area. In this context, the current paper aims to carry out the comparative analysis for the actual level attained by the mentioned states in implementing Bologna Process, with special attention towards higher education in the area of public administration. Research teams, led by the author of this paper have analysed the degree of curricular compatibility of the Bachelor programmes from various European states. This time, the research will focus on describing the process of convergence related to the delivery modalities and the content of the Master programmes in the area of public administration, corresponding to the second cycle of Bologna system. The indicators of convergence will be defined related to the standards of evaluation,used by EAPAA for accreditation of the public administration programmes.Bologna process,M A public administration programmes,convergence

2014-2015 Undergraduate Catalog

2014-2015 undergraduate catalog for Morehead State University