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Increasing enrolment of Chinese students has become a key feature of internationalisation for Western universities, but there is limited research into how curriculum internationalisation affects Chinese students’ learning experiences. Using the typologies of curriculum internationalisation as a framework, this paper explores and compares how Scottish and Australian universities integrate international and intercultural elements into their curriculum to support Chinese postgraduate taught students’ study. Interviews, focus groups and a survey are used as the main research methods. Analysis reveals that the practice of curriculum internationalisation in both countries is rather limited, and that Chinese students express a desire for more international perspectives in the course content, and for more mobility experiences, in order to prepare for their future careers. The mismatch between academics’ and students’ understandings of curriculum internationalisation is highlighted as an arena of power differential and an area for further study. [ABSTRACT FROM AUTHOR]

This paper explores teachers’ decision making by examining the topics that 11 history teachers from 10 schools in England chose to teach and how they approached teaching these topics. Data were gathered from curriculum documents and semi-structured interviews in which teachers’ topic choices and approaches to history were explored. Most teachers adopted a disciplinary approach to history teaching but one focused on analytical structures rather than processes. Additionally the findings suggest a large degree of uniformity in the topics chosen despite the freedom provided within the policy documents for history teaching in England. Few teachers had given much consideration to approaches that demonstrate the ‘usability’ of history for young people. This suggests a need to engage teachers more fully in robust curriculum debates given their central role in enacting curricula. [ABSTRACT FROM AUTHOR]

This paper presents an evidence-based model (the I3E model) for embedding education for sustainability (EfS) within a higher education institution. This model emerged from a doctoral research that examined organisational learning and change processes at the University of Southampton to build EfS into the university curriculum. The researcher aimed to learn from real practice through acting as a facilitator for curriculum development in EfS within an interdisciplinary group of academic staff members. A critical friend position was also acquired within a community of practice to implement a programme which attempted to embed sustainability within the student experience. The I3E model identifies four overarching components that can support universities in their aim to embed EfS within the undergraduate curriculum. These integrated components are: Inform the university community about sustainability; Engage the different university stakeholders in the change process towards sustainability; Empower individuals and groups to make change happen within their sphere of influence and action; and Embed sustainability within existing university structures. [ABSTRACT FROM AUTHOR]

This paper takes up Bakhtin’s dialogic perspective to explore the becoming of one Chinese international doctoral student’s voices. We investigate how a single participant (from a wider study) assimilates the most transformative butalienvoice of critical thinking in her supervision space by participating in dialogues with key speaking persons. When she assimilates this alien voice, the student also renovates her culturally enrooted and contradictory voice of respectful dependence. In this way, the student’s voices develop and transform through a process of conflicts, struggles and reconciliations. This rich case study illustrates how a doctoral journey may be transformative cognitively and socio-culturally for the student as a speaking person – for her subjectivity. It also shows how this transformation is enabled not only by the supervisors’ personal qualities but also through role modelling from peers: both kinds of relationships facilitate the student’s assimilation of the most transformative voice in intercultural supervision. [ABSTRACT FROM PUBLISHER]

Minimal research papers have investigated the use of student evaluations on the laboratory, a learning medium usually run by teaching assistants with little control of the content, delivery and equipment. Finding the right mix of teaching assistants for the laboratory can be an onerous task due to the many skills required including theoretical and practical know-how, troubleshooting, safety and class management. Using larger classes with multiple teaching assistants, a team-based teaching (TBT) format may be advantageous. A rigorous three-year study across twenty-five courses over repetitive laboratory classes is analysed using a multi-level statistical model considering students, laboratory classes and courses. The study is used to investigate the effectiveness of the TBT format, and quantify the influence each demonstrator has on the laboratory experience. The study found that TBT is effective and the lead demonstrator most influential, influencing up to 55% of the laboratory experience evaluation. [ABSTRACT FROM AUTHOR]

This article reports a study that investigated student engagement and inhibitors of their engagement with developing employability skills via extra-curricular activities in Vietnamese universities. Content analysis of 18 interviews with students and statistical analysis of 423 students' responses to a paper-based survey showed that despite a variety of extra-curricular activities being frequently organised, students engaged in these activities just above a moderate level. The analysis revealed that students with different motivations as well as students from different university types, disciplines, and university years engaged differently with developing employability skills via this channel. Five inhibitors of their engagement were identified, including students' working part-time, a lack of information about extra-curricular activities, students' beliefs about participating bringing no benefits, competition with curriculum-based activities, and unprofessional organisation of these activities. The article discusses ways to improve student engagement with developing employability skills via extra-curricular activities. [ABSTRACT FROM AUTHOR]

This paper is a prolegomena to discussions about a differentiated Confucian MBA curriculum. We draw upon Kant’s notion of individual autonomy and our observations of practice to argue that there are three models extant for the MBA degree. One of these, that which emphasizes leadership, holds considerable potential if it develops in the context of a genuinely Confucian university. This distinctive MBA—which could emerge in China—would express Confucian metaphysics and thus actively embrace China’s history, philosophy and culture. It would manifest as a genuine alternative to the western, globalized, neoliberal MBA. A Confucian MBA would promote a concept of leadership that emphasizes cooperation and other Confucian ‘values’ (in their full sophistication and complexity) while minimising the role of competition. [ABSTRACT FROM AUTHOR]

The article focuses on the process of changing the student experience in response to changes in the wider world. Topics discussed include role of Internationalization in universities stimulated by the generation of fees from international students and branding; outcome of an internationalized curriculum; and importance of Transnational Education (TNE) in universities for establishing satellite campuses in other countries.

Enticing students to expand their knowledge of aging-related issues and careers can be fraught with challenges. Intrinsic and curricula-related factors associated with pursuit of aging-related careers have been identified, but little evidence exists demonstrating the effectiveness of external factors at motivating students to learn more about gerontological practice. This brief report presents findings from a survey of 214 students enrolled in at a single university in the mid-west to assess how likely they would be motivated to learn more about aging by twelve possible incentives with additional opportunities to write in other thoughts. Credit toward required field work, financial incentives such as stipends, scholarships, tuition waivers, and raffles were the most frequently mentioned incentives. Some variation was noted based on race/ethnicity, age, and program of study. Themes emerging from other suggestions provided by students included curricula enhancements, employment incentives, and the suggestion that nothing could entice some students. Findings can be used by scholars in program development and funding requests. [ABSTRACT FROM AUTHOR]

Communication is widely recognised as an important capability for university graduates [Organisation for Economic Co-operation and Development. (2013).OECD skills outlook 2013: First results from the survey of adult skills. Author. Retrieved fromhttp://dx.doi.org/10.1787/9789264204256-en]. Yet, research suggests that it is often not adequately developed by Australian universities, remaining implicit in teaching and assessment. This is in part because Australian universities have historically conceptualised communication not as anoutcomeof disciplinary study, but as a generic, foundational competency or skill. It has therefore been managed outside the curriculum by establishing academic language and learning units that help students develop written and spoken communication through a range of student services. The services model of communication development is becoming untenable, however, given the increasing cultural and linguistic diversity of students and the recognised importance of communication as a graduate outcome. Whole-of-institution approaches are required to integrate communication into course curricula as a fundamental part of disciplinary learning, and develop the capacity of teaching staff to teach it. This paper explores Writing Across the Curriculum and Writing Inside the Disciplines, two complementary approaches used widely in the US for developing literacy in higher education. They emerged in the 1970s in response to the kind of student diversity now common in Australian universities, and offer institution-wide strategies for developing communication as an essential outcome of study in academic and professional disciplines. [ABSTRACT FROM PUBLISHER]

This paper examines how intercultural communication (ICC) and the notion of culture are framed in on-line promotional discourse of higher education (HE) ICC courses. It analyses a specialised corpus comprised of 14,842 words from 43 course websites of master's programmes in ICC in the UK and the US – internationally, the two largest providers of such programmes. Through combining corpus tools with a ‘situated meaning’ approach, the analysis reveals that while a small number of courses acknowledge cultural ‘complexity’, culture is still very often reduced to an essentialised and static notion, despite growing criticism against such an approach in ICC literature. ICC is valorised as a combination of desirable skills and knowledge conducive to effective communication of different cultural groups and for those working in international arenas. Significant differences between the UK and US courses are identified with regard to the extent of associations with diversity-related social categories. The lack of interpretive, critical, and constructivist positions on culture in promotional discourse is discussed in the context of neoliberal discourse and the current thinking towards professional competences dominant in Britain, North America, and other parts of the world. [ABSTRACT FROM PUBLISHER]

The Vietnamese higher education context is characterised by state control, including the state's development of curriculum frameworks and materials. Institutional autonomy has been ratified by the government; however in practice, universities seem to have little control over curriculum. In order for universities to develop more ownership of curriculum, it is necessary to explore the foundational understandings of curriculum held by stakeholders. Thus, this paper explores the understandings of curriculum expressed by a group of senior staff, academics and students at a Vietnamese university. We found a diversity of understandings that tended to be product focused, teacher focused and textbook driven. We propose that our findings can be used as a starting point for developing more innovative and student-focused understandings of curriculum. [ABSTRACT FROM AUTHOR]

This paper reports findings from textual analysis of the journals submitted by students who undertook the 2013 Planning Field Placement Course for the undergraduate degree of Urban and Regional Planning at the University of South Australia. We discuss the extent to which the reflective narratives contained in journal assignments demonstrate student expectations about the goals of work experience and their relative focus on descriptive versus reflective dimensions of work experience learning. We conclude that whilst the learning is quite significant, the extent of reflection on critical issues of professionalism is limited. Different perspectives on practice, reflection and learning seem to be in play, with possibly too much of a silo/solo approach to each. We end with some reflections on the implications for pedagogical practice in relation to work experience programming. [ABSTRACT FROM AUTHOR]

The research documented in this paper argues that the authentic learning environment is achievable through “academic practitioners” who can ground business education and research within practice. A culture fostering the academic understanding of the practitioner environment enables practical engagement with academic rigour. The case study illustrates specific examples from degree programmes engaging with student and academic voices, with a particular focus on the development of authentic learning experiences for tourism and hospitality students. Key aspects of business education need embedding within the development of tourism and hospitality curricula in order to engage with the tacit knowledge required by the sector through a holistic approach to curriculum development. [ABSTRACT FROM PUBLISHER]

This work aims to review the implementation situation of experiential learning (EL) in China’s hospitality education and explore the perceptions of students on the effectiveness of the adopted EL methods. Observations and focus group discussions are conducted in three vocational colleges and three universities in China. The study reveals that EL activities are widely utilized in China’s hospitality education. Generally, students state that EL is more effective than traditional classroom learning. Nonetheless, they consider some EL activities as being ineffectively implemented. Several suggestions are given in this paper to provide support to hospitality educators for improving the utilization of EL methods and facilitate student learning. Furthermore, unique EL methods that are not documented in literature are adopted in China’s hospitality education. [ABSTRACT FROM PUBLISHER]

This study examined student experiences participating in a peer-led three-day wilderness canoe excursion in Northern Ontario, Canada. This program is a mandatory outdoor experience program (MOEP) for third-year students and is the final course in a progressive series of outdoor experiences offered at the beginning of the first, second, and third year. Guided by principles of realist evaluation, the written reflections from consenting students in the 2015 MOEP cohort were analyzed to identify the contexts and mechanisms associated with enjoyment or lack of enjoyment of their trip. These findings will help improve the MOEP program and have implications for similar intentionally led outdoor programs offered at other higher education institutions. [ABSTRACT FROM AUTHOR]

Background: Growing demand for Global Health (GH) training and the internationalisation of education requires innovative approaches to training. Blended learning (BL, a form of e-learning combining face-to-face or real-time interaction with computer-assisted learning) is a promising approach for increasing GH research capacity in low- to middle-income countries. Implementing BL, however, requires additional skills and efforts from lecturers. This paper explores lecturers' views and experiences of delivering BL courses within the context of two north-south collaborative research capacity building projects, ARCADE HSSR and ARCADE RSDH. Design: We used a qualitative approach to explore the experiences and perceptions of 11 lecturers involved in designing and delivering BL courses collaboratively across university campuses in four countries (South Africa, Uganda, India and Sweden). Data were collected using interviews in person or via Skype. Inductive qualitative content analysis was used. Results: Participants reported that they felt BL increased access to learning opportunities and made training more flexible and convenient for adult learners, which were major motivations to engage in BL. However, despite eagerness to implement and experiment with BL courses, they lacked capacity and support, and found the task time consuming. They needed to make compromises between course objectives and available technological tools, in the context of poor Internet infrastructure. Conclusions: BL courses have the potential to build bridges between low- and middle-income contexts and between lecturers and students to meet the demand for GH training. Lecturers were very motivated to try these approaches but encountered obstacles in implementing BL courses. Considerable investments are needed to implement BL and support lecturers in delivering courses. [ABSTRACT FROM AUTHOR]

Sustainability issues in higher educational institutions have attracted increasing levels of attention from both the public and policy-makers in recent decades. Many studies have called for a more integration of sustainability into mainstream university operations and curricula. Nevertheless, the interest in sustainability issues has been more recent in the specific case of Spain. On this basis, the aim of this paper is to examine the main factors (size of universities, chairs related to sustainability, political orientation and sustainability disclosure) that might explain the presence of sustainability initiatives in Spanish universities. To accomplish this task, data were collected using a systematic content analysis of the published strategic plans of Spanish universities during the last decade. Two main findings were identified: first, the four variables chosen were not related to the presence or absence of sustainability initiatives in the strategic plans of Spanish universities, excepting the partial influence exerted by the size and political orientation. Second, there was a scarce presence of sustainability initiatives in the strategic plans of Spanish universities analysed. [ABSTRACT FROM PUBLISHER]

A faculty team of two psychiatric nurse practitioners, an exercise physiologist, a registered dietician and a pharmacist developed the 8-week Recovery-Based Interprofessional Distance Education (RIDE) rotation for graduate students in the four disciplines. Organizing the RIDE rotation around the recovery model ensured an emphasis upon optimal health and quality of life. RIDE faculty engaged in project planning for several months before the RIDE rotation was offered to students. In this paper, we describe details of the 8-week program. Our next step will be to analyze student feedback and de-identified evaluation data from the first student cohort. [ABSTRACT FROM PUBLISHER]

This paper looks at the role of Massive Open Online Courses (MOOCs) in fulfilling your learning needs; from looking at what MOOCs are through to examples of courses from different Universities and advice for completing a course. The sequence of activities takes you from looking at your learning needs, to finding a course, thinking about how to plan and prepare for learning using a MOOC then writing a review or reflecting on the impact of your learning. [ABSTRACT FROM AUTHOR]

Background: The continuing decline in clinician scientists is a global concern. This paper reports on a two-fold rationale to address this decline by increasing the number of students on a formal pathway to an academic research career, and building a 'teaching-research nexus' using the research intensive environment at our University. Methods: The University of Queensland has implemented a research intensive program, the Clinician Scientist Track (CST), for a select cohort of students to pursue a part time research Masters degree alongside their full time medical degree. To this end, the support of clinical academics and the research community was vital to achieve a 'teaching-research-clinical nexus' - most appropriate for nurturing future Clinician Scientists. Results: In three years, the CST has 42 enrolled research Masters' students with the majority (90%) upgrading to a PhD. Research represents 33 different areas and over 25 research groups/centres across this University and internationally. Conclusions: Other research intensive institutions may similarly build their 'teaching-research nexus' by purposeful engagement between their medical school and research community. The CST offers a feasible opportunity for outstanding students to build their own 'field of dreams' through an early start to their research career while achieving a common goal of rejuvenating the ethos of the clinician scientist. [ABSTRACT FROM AUTHOR]

Although governments and universities worldwide recognise the value of study abroad as a means to prepare graduates to live and work in a globalising world, there is a wide gap between the rhetoric and reality. The reasons for this are complex, but one factor, not often discussed, is the role academics play in study abroad. This paper explores academics' perceptions of study abroad in universities within two higher education systems: Australian and Czech. Findings from both countries are considered across four themes: academics' perceived value of study abroad; ‘internationalising’ academic staff; academics' concerns about student equity and integrating study abroad into the curriculum at home. The implications for practice and further research are discussed. [ABSTRACT FROM PUBLISHER]

This interpretive case study examines how undergraduate students enact visual literacies, focusing on transmediation from visual-embedded research papers into multimodal brochures, in an entry-level college writing course at a large research university in the U.S. Data sources included students' artifacts, interview transcripts, and field notes. A four-dimensional interpretation model for multimodal composing practices was used to analyze and interpret the data sources. Findings revealed that undergraduates shaped their understandings of multimodal representation of brochures through the process of noticing, conceptualizing, constructing, and conveying social meanings of multimodal assemblages. As iterating over the process through the six stages of teaching brochure composition in class, the undergraduates reshaped their multimodal understandings for a better representation and communication of multimodal social meanings of the brochures. The study has implications for the significance of the infusion of explicitly taught visual literacies into college preparatory writing for the growth and development of visual composers. [ABSTRACT FROM AUTHOR]

This study explored faculty experiences with teaching in contexts that are becoming more linguistically and culturally diverse (LCD). The findings revealed that the majority of the participants did not receive training to teach LCD populations. Challenges faced by faculty were attributed to gaps in students' linguistic and cultural competencies and a lack of students' academic preparedness. Faculty also expressed concerns regarding class sizes and lack of support by the host institution for LCD students and faculty. Implications at the institutional level that involve administrators, faculty, academic developers, and student support staff are drawn from the findings. [ABSTRACT FROM AUTHOR]

We explored the experiences of and outcomes for students and staff working in partnership on an academic development project aiming to enhance the inclusivity of science curricula across a faculty. Quantitative survey data revealed changes in student and staff perceptions, including increases in sense of belonging for both, perceptions of fairness in decision-making for students, and increased adoption of inclusive teaching practices for staff. Open responses articulated the benefits and challenges of the project. Implications of this research will be relevant to academic developers working in similar spaces, such as decolonising the curriculum or engaging students as partners in development work. [ABSTRACT FROM AUTHOR]

While cross-cultural student voice has led to transformations in education, research is scarce about the interplay between student voice, culture, and power. For this reason, student voice informs this study to investigate the benefits and constraints of curriculum co-design with respect to teacher power and higher education culture in Iran. The researcher-teacher deployed qualitative methods for data collection: field notes, students' journals, class recordings, and open-ended questionnaires. The study presents varied findings in implementing student voice: some students took on roles as teachers, while others displayed resistance. This highlights that the way students are repositioned in education is culture-sensitive. [ABSTRACT FROM AUTHOR]

This study explores whether variability in the implementation of an undergraduate course on human flourishing is differentially associated with student outcomes. 101 students in the "Art and Science of Human Flourishing" course across three large, public, R1 universities in Fall 2018 participated in the study. Formative course data included researcher observations of weekly class pedagogy, students' weekly meditation practice logs and end-of-course assessments, and pre/post surveys measuring changes in participating students' outcomes related to flourishing (e.g., attentional skills, social-emotional skills, perspectives on flourishing, mental and physical health). Although course pedagogy and student engagement varied across the three universities, students' outcomes were nonetheless similar. Variability in course implementation did not appear to differentially affect students' outcomes. We tentatively conclude that other institutions interested in offering the flourishing course may make limited adaptations to fit their pedagogical preferences without concern for altering its impact on students. [ABSTRACT FROM AUTHOR]

In view of the rapid growth of English-medium instruction (EMI) in higher education institutions (HEIs), we observe the need to account for the educational and linguistic consequences of HEIs' decision to 'Englishise' their curricula. Especially, EMI in Asian countries (e.g. China) are fuelled by state-level initiatives to internationalise the higher education sector and implemented top-down in local universities. Although empirical studies report on the (mis)alignments between policymaking and implementation of EMI, little is known about how the interplay between EMI and internationalisation of HEIs is contextualised and negotiated in local contexts. Using the ROAD-MAPPING framework [Dafouz, E., and U. Smit. 2016. 'Towards a Dynamic Conceptual Framework for English-Medium Education in Multilingual University Settings.' Applied Linguistics 37 (3): 397–415], we present a case study of an internationally-oriented Chinese university with five distinctive types of EMI. Triangulated documentary and interview data reveal: (1) contextualised policymaking of EMI, which takes into account the bi-directional internationalisation and the needs of the target student cohort, is crucial at the practitioner-level; (2) norms of language use are shaped both top-down and bottom-up, and the teacher-practitioners exercise their agency in enabling bi/multilingual language use and awareness toward Global Englishes from the bottom-up. We also shed new light on how the integration of language and content in EMI is negotiated and/or realised by presenting three special cases. [ABSTRACT FROM AUTHOR]

Social workers are in an ideal position to address the need for increased access to screening, brief intervention, and referral to treatment (SBIRT) for substance use disorder. This pre–post study explores the effects of SBIRT education and training among social work students from three campus environments (traditional, online, and satellite). Results demonstrated that participation in online training was related to increased levels of confidence, sense of responsibility, and practice of SBIRT and a decrease in perceived barriers. On-campus students showed the greatest post-training gains in confidence to use SBIRT. Results suggest that SBIRT education and training is beneficial for students from various backgrounds and should be included in social work students' core clinical practice curriculum. [ABSTRACT FROM AUTHOR]

Intergenerational classroom activities have been used to enhance age inclusivity in higher education in the traditional aging curriculum. As ageism continues to be prevalent, there is a need to extend intergenerational contact across the curriculum. Moreover, intergenerational exchange can be an asset to content learning in diverse classrooms. As part of the Age-Friendly University (AFU) initiative that emphasizes the value of intergenerational teaching and learning, students and older adults were brought together in the present classroom case study in a forensic science course. The older adults residing in the institution's affiliated university-based retirement community (UBRC) developed a mock crime scene scenario for students to solve and engaged with students as they analyzed evidence. Students were surveyed regarding their perceived learning gains and reactions to the intergenerational activity. Students' responses indicated that the intergenerational experience had both a positive impact on content learning and the perceived value of intergenerational exchange to enhance learning in non-aging focused courses. [ABSTRACT FROM AUTHOR]

Interprofessional education (IPE) has potential benefits for improving the quality of patient care, but its implementation is challenged with multiple barriers. The primary objectives of this study were to explore the challenges, benefits, and incentives to establishing IPE from the perspective of healthcare faculty at King Saud University. Forty-five faculty members attended six focus groups, each consisting of 6–8 faculty members representing the five colleges. The focus group interview guide included the benefits of and barriers to establishing IPE in this academic institution, curricular design, and the feasibility of support from the colleges and University administration. A SWOC (Strengths, Weaknesses, Opportunities, Challenges) frame work was utilized to guide the focus group discussions, and the data were analyzed inductively using thematic analysis. Three main themes emerged and were related to (i) barriers, (ii) benefits, (iii) opportunities to facilitate the introduction of IPE, and (iv) suggestions on how to implement IPE and overcome challenges to establish an IPE curriculum. Participants were generally supportive of IPE and aware of the constraints that might impede its implementation. Moreover, they identified potential barriers and incentives to promote IPE. Although participants appreciated the long-term benefits of IPE, creating a supportive environment will require the involvement of the academic community, including students, faculty members, and the University's top management. [ABSTRACT FROM AUTHOR]

Campus sexual violence risk reduction and resistance interventions have been developed and tested among female students in the global North and proven effective. Evidence-based interventions to prevent sexual violence tested amongst female students in the global South and in South African campuses are lacking. We present preliminary evidence of promise of Ntombi Vimbela! (NV!), a sexual violence prevention intervention piloted amongst first year female students in eight purposively selected campuses in South Africa. Focus group discussions were conducted with 118 female students who participated in NV! workshops. Most students found the content of NV! relevant and reported having experienced its positive effects. They perceived that NV! empowered them with skills to assess and deal with sexual assault risky situations. NV! changed their attitudes and beliefs about gender, shifted their acceptance of rape myths and beliefs, improved communication skills, enhanced self-esteem, and confidence to defend oneself in risky sexual assault situations. Few participants were unsure whether they will be able to use the skill in real life. These findings indicate a range of short-term positive outcomes which we anticipate would reduce the risk of sexual assault among first year female students. This suggests that NV! should be subject to further evaluation. [ABSTRACT FROM AUTHOR]

This time of COVID-19 has compelled higher education institution (HEI) academics to embrace a digitalised curriculum in teaching, learning, and research. A digitalised curriculum is a plan for and/or a plan of teaching, learning, and research, driven by specific hardware, software, and theories. HEI leaders of teaching and learning have been unsuccessful over the years in promoting the use of various kinds of learning management systems (LMSs) with the aim of embracing a digitalised curriculum. The unsuccessful promotion of LMSs was caused by the lack of compelling situations that forced digital technology refugees to use the LMSs. In 2020, when COVID-19, which originated in China, started to affect other countries, academics desperately transformed their minds in embracing the digitalised curriculum. They started to attend any workshops on the use of digital technologies through Zoom. The findings of the study reveal that the transformation experiences of these academics were reflections, translation, rotation, enlargement, and reduction. These transformation experiences addressed the tension between a performance curriculum and a competency-based curriculum. This study explored the transformation experiences of academics at an HEI in South Africa. Zoom observations, semi-structured interviews and focus-group discussions were used for data collection. A mixed method and pragmatic paradigm were used to frame this study. The study applied purposive with convenience sampling in selecting twenty participants. This study concludes by recommending the identification of values or ideologies relevant to the enactment of the digitalised curriculum that comes to the rescue of HEIs at this time of COVID-19 and beyond. [ABSTRACT FROM AUTHOR]

This article explores the current state and new roles of physical education as liberal education (PELE) in higher education. Recently, there has been growing discontent with PELE due to program redundancy and lack of educational power in higher education. However, little attention has been given to how to reconstruct PELE in higher education. To investigate this matter, this article examines (a) the origins and rationale of liberal education; (b) similarities and differences between liberal education, general education, and liberal arts; and (c) connections between liberal education and physical education. To conclude, two challenges of PELE in higher education are presented. These issues need to be overcome to bring PELE authentically into the world of colleges and universities. [ABSTRACT FROM AUTHOR]

One of the most long-standing controversies in kinesiology has been that of physical activity requirements (PARs) in corresponding degree programs. Despite a recommendation from the American Kinesiology Association to include "the practice of physical activity" in undergraduate kinesiology degree programs, some programs have PARs, while others do not. The question still remains: should physical activity be required for all kinesiology students? In this article, we build a case for PARs in kinesiology degree programs. First, we highlight the most common theoretical and practical objections to such requirements. The theoretical objections are namely dualism, materialism, and utilitarian pragmatism; the practical objections are cost, the credit crunch, and public perception. Second, and most importantly, we describe why these theoretical and practical objections fail. As unapologetic partisans on this issue, our primary aim is to highlight why PARs belong in every kinesiology degree program, regardless of concentration or area of emphasis. [ABSTRACT FROM AUTHOR]

Equitable opportunities for performance measurement learning among social work graduate students can create a diverse professional pipeline toward higher performing organizations. A Foundation-University partnership was developed to "expand the bench" of students, primarily of color, trained in performance measurement with the Results-Based Accountability (RBA) framework. Through an RBA designed course, 140 (50% of color, and 80% women) students engaged in team-based application of learning in "real-time" projects with partner organizations. Mixed-methods data collection showed that 90% of students performed successfully in graded content learning and project application of performance measurement. Students were empowered to apply RBA in current and future work. These skills can enable students as professionals to make data-driven decisions and achieve a results-oriented, learning-focused culture within agencies to benefit consumers and communities. [ABSTRACT FROM AUTHOR]

Ecotourism is one of the fastest growing tourism niches in South Africa. Higher education institutions offering undergraduate ecotourism management programmes are tasked with producing graduates that can promote the sustainability of the sector and should therefore direct their efforts to the fostering of appropriate behaviours; values are the underlying determinants of behaviour. Employing an exploratory sequential mixed methods design, the purpose of the study was to develop a framework for a values-based undergraduate ecotourism management curriculum. Thematic analysis of the empirical materials elicited from semi-structured interviews with 12 ecotourism managers resulted in the identification of 51 values. The values were subsequently rated by managers from the wider ecotourism industry through the administration of an e-survey (n = 101). A principal components exploratory factor analysis further reduced the values into four factors – "self", "outward", "reciprocation" and "betterment". This informed the framework which ultimately serves as a reference point for educational practitioners. [ABSTRACT FROM AUTHOR]

Students working toward a Master's of Social Work in Israeli colleges must complete a demanding research seminar course, a source of stress for many. Focusing is a contemplative practice that these and other students may use to self-regulate their emotions and better cope with the seminar course and beyond. This qualitative research assessed the impact of introducing a modified focusing approach to 17 MSW students enrolled in a research seminar course at a college in Northern Israel. Participants wrote individual reflections on their experience. Analysis revealed four main themes: turning inward, clear thinking, the body knows (a sense of knowledge), and practical application (a sense of efficacy). The results of this contemplative pedagogy suggest students who learn meditative methods of self-regulation, such as focusing, can shift rapidly from stressful states. [ABSTRACT FROM AUTHOR]

Cooperation between universities and business is manifest in a wide range of activities related to the three missions of the entrepreneurial university: education, research and entrepreneurship. However, the vast majority of University-Business Cooperation (UBC) literature has focused on R&D-related activities. This bias has given rise to a lack of knowledge of the organisational context-related factors that shape businesses' cooperation with universities. In order to address this research gap, this quantitative study, by means of a series of multivariate linear regression models, identifies the organisational context-related factors that determine manufacturing SMEs' cooperation levels in education-related UBC activities. Applying a questionnaire to a sample of 332 manufacturing SMEs located in the Autonomous Community of the Basque Country (Spain), the impact is analysed of organisational context-related factors – general business characteristics, business openness, R&D, innovation, and UBC willingness and support – on 5 types of UBC activities that have been identified and classified in the field of education, namely, mobility of students, dual education, curriculum co-design, curriculum co-delivery and lifelong learning. [ABSTRACT FROM AUTHOR]

BackgroundCollege binge drinking continues to be a pervasive issue across campuses nationwide. Though curriculum infusion (CI) has been shown to be an effective strategy to reduce students' negative consequences related to alcohol, information about the process is limited. PurposeThe purpose of this study is to examine the content and process of CI and to identify elements necessary for successful implementation of CI to strengthen interventions. MethodsThe development of CI in this study occurred in multiple stages: recruitment of faculty, discussions about the process and how the instructor wished to use CI in their course, development of the curriculum and materials, faculty review of curriculum, expert panel review of curriculum, observation of implemented curriculum, and interviews with participating instructors (n = 4). ResultsA thematic qualitative data analysis revealed the following themes: student response to CI, courses suitable for using CI to address alcohol abuse, people involved in CI initiative, social norms, pre- and posttesting, and instructor training. DiscussionAdequate CI training for instructors should be mandatory and include information about social norms, how to defend data, consistent messaging, and how to lead class discussion on sensitive topics without reinforcing myths. Translation to Health Education PracticeFindings suggest ways to strengthen the CI content and process with the ultimate goal of reducing college students' negative consequences related to binge drinking. [ABSTRACT FROM AUTHOR]

Initial Teacher Education (ITE) is inherently complex. Challenges include the uncertain nature of teacher knowledge, the need to learn in both practical and theoretical contexts and the developmental journey of the beginning teacher. While one response to this complexity is greater standardisation, another is to foster thinking, autonomous professionals. Attempting to reconcile these tensions and provide a coherent ITE experience, one School of Education introduced an overarching framework of strands of content and phases of the training year. Beginning teachers, from both Primary and Secondary one-year postgraduate teaching routes, shared their experiences of this framework in a series of focus groups at different points in their training. Responses suggest that the framework does provide a valuable guiding structure and stimulus for reflection, though potential for use in school and in the latter stages of the course is yet to be completely fulfilled. In view of the individual trajectories of the beginning teacher, it is argued that future development might focus more on the framework's value as a reflective tool in both university and school settings, rather than as a formal route map for teacher learning. [ABSTRACT FROM AUTHOR]

Phonetic transcription is an essential skill for a practising speech and language therapist (SLT) required during the assessment, diagnosis and management of clients with speech difficulties. It is vital that appropriate training is received by student SLTs to ensure that they carry out phonetic transcription accurately and reliably once out in the workplace. This study investigates the views and experiences of final year SLT students regarding the training in phonetic transcription they received in university, with the aim to identify what poses difficulties for them and what could be done to enhance their learning. Responses from 40 participants representing one cohort of SLT students, graduates of a particular year, were collected using an online questionnaire. The majority of the respondents consider phonetic transcription an important professional skill and plan on maintaining it after graduating. Learning phonetic transcription was easy/quite easy for 57% of the respondents; however, the confidence in transcription skills was rather low: 70% of them reported not being confident and fully equipped to enter the workforce with their transcription skills. The main difficulties were associated with narrow (impressionistic) transcription and transcription of disordered speech. 58% of the respondents found the teaching environment suitable; however, a recurring theme is the need for small-group tutorials during which the lecturers could provide feedback to individual students more efficiently. Participants' responses suggest that more clinically relevant transcription practice of disordered speech, the opportunity to refresh and apply phonetic transcription skills throughout the four-year curriculum and smaller group teaching would benefit their learning and enhance their confidence using transcription on placements and in the workforce. [ABSTRACT FROM AUTHOR]

To ensure academic standards are met for athletic training curriculums, it is essential that librarians and faculty understand student research habits and information literacy instruction preferences. This article provides results from a survey of undergraduate athletic training students conducted at two universities. Athletic training students prefer information literacy instruction at the beginning of the semester. When seeking research assistance, students ask their classmates first, followed by friends and Google. Most students spend up to 60 minutes researching online before seeking assistance and prefer in-person communication for assistance from the library followed by email. [ABSTRACT FROM AUTHOR]

This case will cover the experiences that the Online Learning Librarian (OLL) and E-resources Librarian (ERL) worked on adding a module about privacy to a 1 credit Information Literacy course at the University of North Florida (UNF). There will be a discussion of what motivated the OLL to include data privacy as a module within Canvas, how the module was implemented, and the student experience in this course. At UNF, librarians have taught undergraduates in LIS1001 "Beginning Library and Information Systems Studies since the 1980s. The course has focused on information literacy and information freedom; data privacy, however, has not been included. Despite this, many students have asked about what happens to their data submitted into UNF systems. When students enter the UNF Thomas G. Carpenter library, they must scan their student IDs, which provides the library statistical data of major, academic standing and other identifying information. In addition, all students, in person or online, must use authentication when logging into computers, into databases, when reading ebooks, etc. Since Dan Feinberg, the OLL, started working at UNF in 2017, students complained to him regarding the data necessary to attend school. These off-the-cuff discussions reflected a desire for information freedom. After discussing privacy issues, the ERL and the OLL decided to come up with a module on data privacy that would work for undergraduates in the LIS1001 course. The OLL and ERL considered what aspects of privacy to cover (i.e. how much on technology) and resources to include, focusing on materials appropriate for undergraduates and that related to their experience. The OLL developed and built a unique module in Canvas that was used already in one course and will be used in future semesters. Within this structure, students learned about privacy issues in higher education and expressed their interpretations of privacy, what it means to them, and considered what they are willing and able to sacrifice to maintain privacy as college students in 2020. [ABSTRACT FROM AUTHOR]

Despite the severe social, health, political and economic impacts of the outbreak of Covid-19 on Palestinians, we contend that one positive aspect of this pandemic is that it has revealed the perils and shortcomings of the teacher-centered, traditional education which colonizes students' minds, compromises their analytical abilities and, paradoxically, places them in a system of oppression which audits their ideas, limits their freedoms, and curtails their creativity. While Israeli occupation has proven to be an obstacle in the face of the Palestinian government's attempt to combat and contain the Corona crisis, on-line education, the sole arena that escapes this colonial system, has forced many instructors to give up their domination over the process of education and to create a more collaborative atmosphere of education that is based on dialogue, research and flexibility of the curriculum content. This study is designed to gauge English literature students' responses to this mode of digital learning. We interviewed a hundred students from six English literature programs between March and August, 2020. Thus, through critically examining students' answers, and by drawing on Freire's concepts of banking education, consciousness and dialogue, we propose that online education is an important step towards the decolonization of education and a call for a paradigm shift on the account that the existing paradigm of traditional education is stifling students' creativity and critical thinking. [ABSTRACT FROM AUTHOR]

Based on a three year self- study (S-STEP) into interrupting heteronormativity on youth and community work courses at a higher education institution, this article explores the reaction to the interruption of heteronormativity on youth and community work courses in a range of HEI institutions. Reactions were nuanced and contextual but concurred with existing literature that notes heteronormativity's pervasiveness and invisibility, that sexuality can be embedded in unsuspected parts of the curriculum; and with the importance of considering students' experience of homophobia inside and outside the classroom. We encountered strategies of contested engagement, strategic adjustment, avoidance and retreat that represented middle positions between homophobia and acceptance, but were no simple continuum as there was a concurrent intersecting spectrum between fractured and meta reflexives. Using Orne (2013) and Black (2012) schema we also encountered varieties of double and single consciousness, and indeed displaced double consciousnesses. [ABSTRACT FROM AUTHOR]

Though a lot of studies have analysed the impact of the pandemic on the tourism industry and several suggestions have been made to revive the sector, tourism education is largely overlooked. Tourism and cognate courses offered by higher educational institutions are essentially a part of the tourism system. This study aims to emphasize the perspective of tourism educators with respect to upcoming challenges in the tourism discipline and ways to reinvent and reboot the tourism education in the post-COVID-19 phase. The study adopted a qualitative approach and a total of 22 responses were interpreted. A thematic analysis using the Nvivo 12 plus software was done. Even though there was variability in the respondents' background, a significant emphasis on curriculum design, industry collaboration, and excellence in research was mutually suggested by the educators. The study suggests that ambidextrous management in tourism education be adopted in post-COVID-19 phase. In other words, educators must become adept at the delivery of courses in a variety of modalities that would enable them to cope with the short and medium-term impacts of teaching in a COVID-19 (incremental innovation), while providing by anticipation of future demands (from industry and students), cutting edge curriculum (radical innovation). [ABSTRACT FROM AUTHOR]

The way religion is taught in Chinese schools is drawing attention, as challenges arise associated with the resurgence of various religious traditions in contemporary Chinese society. Existing research has revealed that the decades-long institutional separation of religion and education in China has had a complex effect on Chinese students' understanding of religion. Efforts have been made to understand how Chinese textbooks present religion, but little is known about how students form their own perspectives on religion. Drawing on data collected in two geographical regions of China, this study explores how students conceive the meaning and role of religion. The findings reveal several key themes in the students' understanding of religion, on topics including the association of religion with superstition, the relationship between religion and science, and the role of religion in modern society. The findings also have implications for how the Chinese school curriculum might be reformed in regard to the teaching of religion. [ABSTRACT FROM AUTHOR]

Since 2014, a debate has raged over trigger warnings in college courses. Proponents see trigger warnings (oral or written advance notification of course content with the potential to trigger adverse health responses, and therefore, inhibit academic performance) as supportive of students, particularly those who have experienced trauma. Critics see them as harmful to those same students, and as a threat to learning and academic freedom. Using data from a survey of criminal justice and criminology faculty (N = 791), this study found three domains of faculty attitudes, with trigger warnings as a student-centered teaching practice, an academic harm, and compromising content. Female faculty, those who had taught victimology, those in criminal justice departments, and those who identified as more liberal had more positive views of trigger warnings. Only attitudes viewing trigger warnings as a student-centered teaching practice predicted use of trigger warnings. Future research should undertake inter-disciplinary comparisons. [ABSTRACT FROM AUTHOR]

The global COVID-19 pandemic has resulted in a rapid transition to online teaching for universities during the current and ensuing years. Graduate social work students need advanced knowledge and skills in leadership and supervision to become future leaders in human service organizations. However, social workers are often promoted to management from direct service positions without adequate skills and training and schools of social work may not formally educate students for leadership and administrative positions. Scholarly literature and research about leadership training for social work students, specifically online training, is also scarce. This article examines how two Canadian schools of social work addressed this gap through the development of graduate master of social work courses on leadership and supervision as mandatory components of their curriculum, through on-campus and online formats. Varying course approaches, topics, instructional strategies, assignments, and themes collected and analyzed from online surveys of student feedback are described, emphasizing strengths (satisfaction, relevance, benefits, course design), challenges (content, timing), and lessons learned (importance, new learning, confidence, future roles). Recommendations for similar educational disruptions, future courses, and practice implications, including teaching resources and instructor adaptability to support the rapid transition to online and blended learning formats, are also discussed. [ABSTRACT FROM AUTHOR]