198,938 research outputs found
Offshore education : offshore education in the wider context of internationalisation and ICT: experiences and examples from Dutch higher education
This report presents a study on offshore education conducted by a consortium of Dutch higher education researchers and commissioned by the Digital University (DU). The study explored the extent to which Dutch higher education institutions are involved in offering their educational services abroad (offshore education). After thoroughly embedding offshore education in the wider contexts of internationalisation and ICT policies, the study particularly explores the practical experiences with a number of real-life offshore activities of Dutch higher education. As a warm-up to this report, a few interesting cases are briefly touched upon below
A Review of the Open Educational Resources (OER) Movement: Achievements, Challenges, and New Opportunities
Examines the state of the foundation's efforts to improve educational opportunities worldwide through universal access to and use of high-quality academic content
International Education Planning Rubric: State Strategies to Prepare Globally Competent Students
Offers guidance for planning and assessing state strategies to develop students' global competence, including language, communication, and collaboration skills. Lists promising practices in leadership, resource allocation, certification, and curricula
Development and construction of China
Libraries in China's higher education institutions have been developing in keeping pace with the flourishing development of China's higher education. This article aims to make an introduction to the construction of China's higher education libraries, especially the recent three decades' achievements since China's reform and opening-up in 1978. In this article, the authors draw a general picture of the development of libraries in China's higher education institutions, covering such eight aspects as management, types and positioning, organizational structure and personnel, expenditure and buildings, reader service, building and sharing of resources as well as automation system.</p
Trialing project-based learning in a new EAP ESP course: A collaborative reflective practice of three college English teachers
Currently in many Chinese universities, the traditional College English course is facing the risk of being ‘marginalized’, replaced or even removed, and many hours previously allocated to the course are now being taken by EAP or ESP. At X University in northern China, a curriculum reform as such is taking place, as a result of which a new course has been created called ‘xue ke’ English. Despite the fact that ‘xue ke’ means subject literally, the course designer has made it clear that subject content is not the target, nor is the course the same as EAP or ESP. This curriculum initiative, while possibly having been justified with a rationale of some kind (e.g. to meet with changing social and/or academic needs of students and/or institutions), this is posing a great challenge for, as well as considerable pressure on, a number of College English teachers who have taught this single course for almost their entire teaching career. In such a context, three teachers formed a peer support group in Semester One this year, to work collaboratively co-tackling the challenge, and they chose Project-Based Learning (PBL) for the new course. This presentation will report on the implementation of this project, including the overall designing, operational procedure, and the teachers’ reflections.
Based on discussion, pre-agreement was reached on the purpose and manner of collaboration as offering peer support for more effective teaching and learning and fulfilling and pleasant professional development. A WeChat group was set up as the chief platform for messaging, idea-sharing, and resource-exchanging. Physical meetings were supplementary, with sound agenda but flexible time, and venues. Mosoteach cloud class (lan mo yun ban ke) was established as a tool for virtual learning, employed both in and after class. Discussions were held at the beginning of the semester which determined only brief outlines for PBL implementation and allowed space for everyone to autonomously explore in their own way. Constant further discussions followed, which generated a great deal of opportunities for peer learning and lesson plan modifications. A reflective journal, in a greater or lesser detailed manner, was also kept by each teacher to record the journey of the collaboration. At the end of the semester, it was commonly recognized that, although challenges existed, the collaboration was overall a success and they were all willing to continue with it and endeavor to refine it to be a more professional and productive approach
Accredited qualifications for capacity development in disaster risk reduction and climate change adaptation
Increasingly practitioners and policy makers working
across the globe are recognising the importance of
bringing together disaster risk reduction and climate
change adaptation. From studies across 15 Pacific island
nations, a key barrier to improving national resilience
to disaster risks and climate change impacts has been
identified as a lack of capacity and expertise resulting
from the absence of sustainable accredited and quality
assured formal training programmes in the disaster risk
reduction and climate change adaptation sectors. In the
2016 UNISDR Science and Technology Conference
on the Implementation of the Sendai Framework for
Disaster Risk Reduction 2015–2030, it was raised that
most of the training material available are not reviewed
either through a peer-to-peer mechanism or by the
scientific community and are, thus, not following quality
assurance standards. In response to these identified
barriers, this paper focuses on a call for accredited formal
qualifications for capacity development identified in the
2015 United Nations landmark agreements in DRR and
CCA and uses the Pacific Islands Region of where this
is now being implemented with the launch of the Pacific
Regional Federation of Resilience Professionals, for
DRR and CCA. A key issue is providing an accreditation
and quality assurance mechanism that is shared across
boundaries. This paper argues that by using the United
Nations landmark agreements of 2015, support for a
regionally accredited capacity development that ensures
all countries can produce, access and effectively use
scientific information for disaster risk reduction and
climate change adaptation. The newly launched Pacific
Regional Federation of Resilience Professionals who
work in disaster risk reduction and climate change
adaptation may offer a model that can be used more
widely
Development of MBA education in China: opportunities and challenges for western universities
China’s embrace of the market economy has created a growing demand for business education, in particular for MBA programs. This paper first reviews development of MBA education in China as a basis for then discussing problems with current Chinese MBA teaching. Next, suggestions of how to solve these problems are presented. Finally, opportunities and challenges for Western universities to participate in China’s MBA education are addressed
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When developing countries meet transnational universities: searching for complementarity and dealing with dual embeddedness
During the last two decades, a growing number of universities, mainly from developed countries, have established branch campuses in developing countries. From the developing country perspective, attracting foreign universities can help mitigate financial constraints and capacity shortages that impair the state’s ability to provide greater access to higher education, while also improving teaching and research in general. However, foreign universities may also be detrimental if they crowd-out their domestic counterparts. We explore different scenarios and policy options for developing countries aiming to attract foreign universities, building upon a review of four case studies from Chile, China, Kazakhstan and Malaysia. Our analysis illustrates how host countries can provide incentives to align incoming foreign universities to complement and strengthen the areas of weakness in their higher education systems. We also reflect on how policy-makers can deal with the challenges associated with the dual embeddedness of international branch campuses
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Distance learning: A response to overcome current challenges in medical education?
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