From transnational to multinational education: emerging trends in international higher education

Transnational, or cross-border, education is attracting increasing interest, as universities extend their reach across borders to open up huge new markets. Based on analysis of case students of transnational partnerships, this paper argues that the current definition of transnational education, namely that the degree-awarding university is in a different country from the students being educated, fails to do justice to the multidimensional nature of contemporary transnational partnerships. It argues that the location of the degree-awarding body is, increasingly, of peripheral interest. Of much greater interest is the multinational nature of transnational providers’ stakeholders – the owners, managers, staff, students and regulatory and accrediting bodies. It concludes that it is time to retitle the leading edge in the internationalisati on of higher education as 'multinational education'

Solar-pumped laser Final report

Solar pumped modulated laser to generate coherent radiation at optical wavelengths for long range, real time television data transmissio

Bayesian Updating Rules in Continuous Opinion Dynamics Models

In this article, I investigate the use of Bayesian updating rules applied to modeling social agents in the case of continuos opinions models. Given another agent statement about the continuous value of a variable $x$, we will see that interesting dynamics emerge when an agent assigns a likelihood to that value that is a mixture of a Gaussian and a Uniform distribution. This represents the idea the other agent might have no idea about what he is talking about. The effect of updating only the first moments of the distribution will be studied. and we will see that this generates results similar to those of the Bounded Confidence models. By also updating the second moment, several different opinions always survive in the long run. However, depending on the probability of error and initial uncertainty, those opinions might be clustered around a central value.Comment: 14 pages, 5 figures, presented at SigmaPhi200

La innovación como proceso: aplicación a la enseñanza de temas introductórios de Termodinámica

El presente trabajo muestra algunos resultados de un primer análisis de las actividades incluidas en una propuesta innovadora sobre temas de Termodinámica. Esta propuesta contempló aspectos conceptuales y metodológicos de temas básicos comprendidos en un curso introductorio. La propuesta incluyó modificaciones no sólo en la presentación de los conceptos sino también en la actividad desarrollada en clase por los alumnos y en la ejercitación posterior. Estuvo enmarcada en un proceso que involucró a dos cátedras de distintos niveles de una misma Facultad y se caracterizó por una realimentación entre la implementación de los cambios y la evaluación del aprendizaje logrado. El análisis de una evaluación sistemática de la incorporación de conceptos, tale como energía, trabajo y calor, mostró, junto a una mejor incorporación y persistencia en el tiempo de los conceptos indagados, la necesidad de un cuidadoso diseño de los instrumentos de evaluación.Some of the results obtained through the analysis of activities included in an innovative proposal on the teaching of thermodynamics at an introductory level are shown. This proposal dealt with conceptual and methodological aspects about basic concepts and included changes in the way these concepts were introduced and in-classroom student activities. The innovative process, involving two courses of different level which belong to the same School, was characterized by a constant feedback between implementation of changes and evaluation of student achievement. The systematic assessment done through testing of concepts such as energy, work and heat has shown not only a better incorporation and permanence of the inquired concepts but also suggests the need of careful survey design.Fil: Bordogna, C.. Universidad Nacional de la Plata. Facultad de Ingeniería. Departamento de Fisicomatemática; ArgentinaFil: Cotignola, M. I.. Universidad Nacional de la Plata. Facultad de Ingeniería. Departamento de Fisicomatemática; ArgentinaFil: Punte, Graciela Maria. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata. Instituto de Física La Plata. Universidad Nacional de La Plata. Facultad de Ciencias Exactas. Instituto de Física La Plata; ArgentinaFil: Capannini, O. M.. Consejo Nacional de Investigaciones Científicas y Técnicas. Centro Científico Tecnológico Conicet - La Plata. Instituto de Física de Líquidos y Sistemas Biológicos. Universidad Nacional de La Plata. Facultad de Ciencias Exactas. Instituto de Física de Líquidos y Sistemas Biológicos; Argentin

Integrating and normalising coaching as a routine practice in doctoral supervision

Aim/Purpose: Recent research highlights the growing decline in doctoral students’ mental health and wellbeing, caused not only by the pressures, stress, and isolation of doctoral studies but also by existential issues around personal development and future prospects. Consequently, we argue that there is an urgent need to reassess the supervisory process to support doctoral students in addressing these concerns. This paper offers a potential solution to this challenge by exploring and examining how integrating coaching methods into doctoral supervision can support doctoral students’ growth and development, thereby increasing their wellbeing and human flourishing. Coaching aims to help individuals produce optimal performance and improvements in personal and professional settings by deploying a series of tools and models. Coaching is essentially a non-directive form of development, enabling people to identify goals and skills and then extracting the capacity people have within themselves to achieve their ambitions. This paper explores how coaching methods could be made a regular feature of doctoral supervision. Background: The need to reconfigure doctoral supervision as a practice to address humanistic issues regarding whole-person development, self-actualisation, and personal worth is nothing new. Over the years, researchers have produced models of doctoral supervision, highlighting the growing need for supervision to incorporate more pastoral and emancipatory elements, which facilitate personal growth instead of focusing purely on academic function and criticality. Although coaching is identified in previous studies as being a valuable addition, nothing examines how to modify existing supervision practices to accommodate more pastoral elements. Methodology: This paper offers a conceptual analysis whereby the argument primarily synthesizes existing research on doctoral supervision to understand why coaching methods may provide a solution to the evolving requirements of student welfare and emancipation. Since the commentary in this paper is not based on the findings of an empirical study, the following two conceptual research questions frame the discussion. First, are coaching methods beneficial when super-vising doctoral students? Second, what are the challenges when implementing and integrating coaching methods into existing doctoral supervisory practice? The paper utilises the Normalisation Process Theory as a ‘thinking tool’ to help answer these questions. The theory evaluates phenomena in applied social research settings to help understand how complex practices are made workable and integrated into context-dependent ways. Therefore, the theory acts as an analytical tool, enabling researchers to think through implementation issues when designing complex interventions and their evaluation. Contribution: This paper contributes to knowledge by highlighting ways in which management responsible for a doctoral provision in higher education settings can modify their organisational structures and systems to encourage coaching methods to become a normalised part of doctoral supervision, thereby legitimising its practice. Findings: The Normalisation Process Theory has value because it produces a roadmap for integrating and implementing new or modified practices into existing systems of operation. It, therefore, assists by producing an output that enables a current/new practice to be dissected and categorised under specific headings. In this research context, this output assisted in understanding the operational challenges when considering the normalisation of a practice. The theory helped generate something managers tasked with managing doctoral provision could consider (i.e., institutional paradigms, policies, regulations, etc.) when thinking about what may need to be reconfigured to enable coaching methods to become an integrated and normalised part of doctoral supervision over time. Recommendations for Practitioners: It is recommended that practitioners consider the integration of coaching methods into supervision. First, once implemented, it requires monitoring to ensure the practice’s quality and consistency amongst the supervisory community. Secondly, to assess the impact of the practice on other services within the organisation, such as student services or faith services, and thirdly, to ensure training in coaching methods is made timely and relevant to assist all academics involved in doctoral supervision. Recommendations for Researchers: The authors recommend collecting empirical evidence using the Normalisation Process Theory to evaluate the integration and normalisation of a range of practices in higher education settings. Moreover, once implemented, more research is required on the long-term value of coaching methods within doctoral settings. Impact on Society: Doctoral education is increasingly significant in a world where knowledge is fundamental to generating economic growth. Identified as having the technical and professional skills needed to fuel the knowledge-based economy, student wellbeing, and mental health must be optimal to ensure they can contribute to the knowledge-based economy as effectively as possible. Future Research: More research must be conducted on how doctoral supervision can become more humanistic; for example, by focusing on student self-awareness, reflection, and reframing instead of just the traditional academic function. Consequently, improving these facets is vital in developing sustained wellbeing and life-long success

Transformational, inclusive and multicultural or empty rhetoric? Perceptions and experiences of international academic staff

Using a bi-dimensional, fourfold model as a thinking tool to contemplate acculturation strategies we analyse the intercultural experience of international academic staff (IAS) in the United Kingdom higher education. The literature suggests that IAS feel undervalued as a professional group and that institutions do not capitalise on their diverse contributions. We position IAS within the strategic sphere of ethnocultural groups and the institution within the larger society. In a single case study, we analyse IAS acculturation strategies and their perceptions of how their institution accepts diversity. Findings show that IAS are willing to integrate, but do not aim to remove all traces of their own culture and values, adopting integration strategies. Their perceptions are that the larger society does not seek to segregate IAS; however, it does not provide the conditions for IAS to flourish in professional practice, especially at the early stage of transition

A Survey of Volunteered Open Geo-Knowledge Bases in the Semantic Web

Over the past decade, rapid advances in web technologies, coupled with innovative models of spatial data collection and consumption, have generated a robust growth in geo-referenced information, resulting in spatial information overload. Increasing 'geographic intelligence' in traditional text-based information retrieval has become a prominent approach to respond to this issue and to fulfill users' spatial information needs. Numerous efforts in the Semantic Geospatial Web, Volunteered Geographic Information (VGI), and the Linking Open Data initiative have converged in a constellation of open knowledge bases, freely available online. In this article, we survey these open knowledge bases, focusing on their geospatial dimension. Particular attention is devoted to the crucial issue of the quality of geo-knowledge bases, as well as of crowdsourced data. A new knowledge base, the OpenStreetMap Semantic Network, is outlined as our contribution to this area. Research directions in information integration and Geographic Information Retrieval (GIR) are then reviewed, with a critical discussion of their current limitations and future prospects

Нейросекреторная активность супраоптического ядра переднего гипоталамуса кроликов под действием транскутанной электростимуляции зрительного анализатора

На 8 кролях породи Метелик вивчали вплив непрямої черезшкірної електростимуляції зорового аналізатора на нейросекреторну активність магноцелюлярних клітин супраоптичного ядра переднього гіпоталамусу. На мікропрепаратах інтактних тварин переважали нейрони II морфофункціонального типу, що перебувають у стадії синтезу нейросекрету. Показано, що за дії электростимуляції спостерігається перерозподіл головних морфо-функціональних типів нейронів. Відзначено збільшення змісту клітин I й III типів, відповідно у стадіях спокою після виведення секрету й накопичення, що вказує на активацію процесів звільнення нейросекрету і його акумуляції. Виразність реакції нервової тканини однакова при силі стимулюючого струму 100 мкА й 300 мкА.The influence of indirect through-skin electrostimulation (different doses) of the optical analyser on neurosecretory activity of anterior hypothalamus magnocellular nucleus was stading during chronic experiment. The stady was carried out on rabbits. Five morphological types of neurons was exposed in the supraoptical nucleus of control animal groop: I type- phase of rest after neurosecrets leading, II- phase of synthesis, III- phase of accumulation, IV - leading phase, V - phase of degerneration, but neurons of II types was prevalenced (51%). The indirect electrostimulation of the optical analyser provokes quantitative changes of keeping same neurons types. The number of I and III types neurons increases (on 20% and 7%) . The kind of changes is indicative of electrostimulation activation influense on neurosecrets leading and accumulation. Expression of nervous tissue reaction was identical under different doses (100 mkA and 300 mkA) of afferent electrostimulation