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Purpose – The purpose of this paper is to conduct a critical appraisal of how experiential approaches can more effectively enhance the achievement of desired learning outcomes in entrepreneurship education. In particular, the authors critique whether actual learning outcomes can be profitably used to measure effectiveness; and consider how student performance can be evaluated through the twin lenses of implementation or innovation. Design/methodology/approach – The authors undertook a review of both traditional and experiential approaches to entrepreneurship education. In addition to comparing these approaches, the authors critiqued a number of “taken for granted” assumptions regarding the effectiveness of experiential approaches to entrepreneurship education and made recommendations. Findings – Although there is a large body of research on experiential approaches towards entrepreneurship education, the authors know little about how these approaches contribute towards the effective achievement of desired learning outcomes. Whilst many authors claim that such approaches are effective, such assertions are not supported by sufficient robust evidence. Hence the authors need to establish more effective student performance evaluation metrics. In particular: first, whether actual learning outcomes are appropriate measures of effectiveness; and second, the authors should evaluate student performance through the lenses of the two “Is” – implementation or innovation. Practical implications – Whether actual learning outcomes are used as a measure of effectiveness at all needs to be critiqued further. Implementation involves doing things that are determined by others and matching against their expectations, whereas innovation comprises producing multiple and varied solutions that respond to change and often surprise. Originality/value – Through revisiting the discussions on the art and the science of entrepreneurship education, this paper represents an initial critical attempt – as part of an ongoing study – to fill a gap in entrepreneurship education research. The paper, therefore, has significant value for students, entrepreneurship educators and policy-makers. [ABSTRACT FROM AUTHOR]

Purpose – This paper aims to assist lecturers, universities and their administrators in preparing for the evolving future of higher education. Disruptive innovations in higher education delivery, with the internet as a driver, are creating potential benefits and challenges for traditional service providers. This paper will reflect on how academics should evolve, in the age of the internet, and maximize the benefits of all stakeholders. Design/methodology/approach – This opinion piece emerged after reviewing the latest research and best practices which can improve higher education delivery. Findings – Significant benefits and opportunities can be unlocked if educators apply and incorporate new learning styles and practices. While the pace and momentum is uncertain, this paper re-confirms that disruptive technologies will lead to inevitable changes in higher education. Technology and knowledge have become more accessible and transferable irrespective of location. It is therefore imperative that educational stakeholders seize the opportunity to adjust their methodology and delivery approaches to remain relevant and maintain their value proposition. Originality/value – Educators should rethink how they deliver education, as the traditional model evolves. This paper offers a proposal to navigate the challenges ahead. [ABSTRACT FROM AUTHOR]

Many of the innovations that show promise for improving outcomes for underprepared community college students require instructors to make changes to their teaching practice. Little research explores the experiences of faculty teaching in reformed courses as related to their professional learning needs. Drawing on a multi-year qualitative study, this paper uses data from 100 faculty interviews to explore the questions they ask when teaching a new course. A key outcome of the analysis is a typology of questions that mirrors the stage of implementation. Through analysis of 20 observations of implementation activities, this paper also documents the learning opportunities made available to instructors and examines the extent to which these activities addressed their questions. [ABSTRACT FROM AUTHOR]

The intentions with which hands-on simulations are used in vocational education are not always clear. Also, pedagogical-didactic approaches in hands-on simulations are not well conceptualised from a learning theory perspective. This makes it difficult to pinpoint the added value that hands-on simulations can have in an innovative vocational curriculum that not only aims at developing technical and procedural skills, but also at developing competencies and professional identity. This paper introduces a more explicit conceptual discussion regarding the opportunities for using hands-on simulations in innovative curricula. A systematic literature review aimed at positioning hands-on simulations in relation to other work-related contexts, based on their learning environment characteristics and outcomes, shows that certain constructivist characteristics and outcomes are underexposed in empirical research about simulations. The results of an additional in-depth analysis of literature specifically focusing on two fundamental characteristics of constructive vocational learning (i.e. authenticity and increasing students’ ownership) propose ideas about how hands-on simulations can have added value to innovative curricula. This paper concludes with concrete strategies for designing and implementing hands-on simulations from the social constructive learning theory with the aim of stimulating not only technical and procedural skills, but also competencies and professional identity. [ABSTRACT FROM PUBLISHER]

The main objective of the paper is to examine if 'Mode 3' universities represent a new and advanced type of an entrepreneurial university, perhaps transcending the entrepreneurial university, and identify the specific characteristics of 'Mode 3' universities. According to its definition, a 'Mode 3' university represents a type of organisation capable of higher order learning and in this regard a type of open, highly complex, and non-linear knowledge production system that seeks and realises creative ways of combining, recombining, and integrating different principles of knowledge production and knowledge application (e.g., 'Mode 1' and 'Mode 2'). Thus, 'Mode 3' universities clearly encourage diversity and heterogeneity, while they emphasise and engender creative and innovative organisational contexts for research, education, and innovation. Several examples are offered in this context in order to demonstrate how and why the concept of 'Mode 3' universities is better endowed for addressing the current and future challenges compared to a simple 'entrepreneurial university' approach. The full exploration of 'Mode 3' universities furthermore demands a strong linkage and contextualisation with (entrepreneurial) ecosystems. [ABSTRACT FROM AUTHOR]

This paper reports on an examination of the impact of knowledge sharing on product and process innovation. In it we try to identify the similarities and differences between these impacts in public and private Higher Education (HE) Institutions in Iraq. A mixed methods approach was conducted using 486 valid responses to test the causal relationships between knowledge sharing, and innovation. Then a qualitative approach was used to give more insight of the findings from the quantitative stage regarding the differences in the effect of the studied relationships. Employing structural equation modelling, the research found that knowledge sharing plays a pivotal role in enhancing innovation in both sectors. The multi-group SEM and the interviews revealed differences between Iraqi public and private HEIs. Guidelines are developed for researchers as well as leaders, and evidence support using knowledge sharing to enhance innovation within HE in developing countries. The findings and suggestions for future research are discussed. [ABSTRACT FROM AUTHOR]

As higher education institutions seek to prepare an increasingly diverse population of students for a rapidly changing future, makerspaces offer a pedagogical approach for engaging all learners in active thinking and hands-on learning while promoting creativity, problem solving, and collaboration skills. In this paper, we discuss ways to integrate makerspaces and maker-centered learning within undergraduate and graduate college courses that reach students from majors ranging across the college and university curriculum. We highlight four courses, each taken by students at different points within their academic programs of study: a) digital media production & 3D modeling in a first-year seminar, b) poetry writing and 3D modeling and printing in a flipped learning course, c) wiki page building workshops for future teachers, and d) learning, media, and technology undergraduate/graduate courses. Makerspace experiences are ongoing features of each course, but not in the same ways, offering models that faculty can use in adapting their courses to include more active and applied learning for students. [ABSTRACT FROM AUTHOR]

This paper investigates the perception amongst insiders of the degree of innovativeness of organisational culture in Ireland's higher education institutions. While the role of higher education institutions has expanded to include being a driver of innovation, we suggest that any such body is perhaps best suited to achieve this if it itself is innovative. We review the literature on corporate innovation, discuss a recent metric of innovativeness in culture and present the results of a large-scale survey on said culture within the higher education sector in Ireland. There is a divide between the university and institutes of technology sector, with organisational culture in universities being perceived to be much more innovative than that in institutes, despite these latter being designed to be closer to industry. We also find that STEM faculty members see culture as less innovative than others. These findings raise questions around the implicit and explicit thrusts of Irish higher education policy. [ABSTRACT FROM AUTHOR]

In the former Portuguese colony, Macau, higher education is gaining more importance in the post-1999 era in local talent-building and regional integration to safeguard its socioeconomic sustainability. This paper is based on a recent and ‘innovative’ development in the arena of higher education in the territory, a creation of new space in mainland China for a local public university. By adopting a critical spatial perspective, we examine this idiosyncratic Macau model in three aspects: (1) What kind of power/knowledge production occurs in this new creation of space? (2) How does this new space (re)configure Macau higher education development in both local and global contexts? (3) In what ways does this emergent space re-order the relations between the state, society and school? In employing this spatial stance, we aim to open up understanding of how spatiality affects diverse possibilities in the case of Macau, in global higher education movement more broadly. [ABSTRACT FROM PUBLISHER]

This study explores the effectiveness of the sequential use of lectures and video podcasting in higher education. Drawing together several theories, this paper examines the influence of student’s perceived prior knowledge gained from lectures and technology acceptance model-related variables on student’s self-reported assimilation of new material presented through podcasting. Data were obtained from 179 undergraduates and were analyzed using a structural equation modelling approach. The results showed the influence of prior knowledge gained from lectures and effective use of video podcasts on perceived assimilation of additional knowledge. It was also found that perceived ease of use and perceived usefulness determine the attitude towards using video podcasts, which in turn positively affects the effective use of this tool. The findings suggest that lectures are very valuable to develop learning processes based on the podcasting technology and also that encouraging the acceptance and effective use of video podcasting is important in the learning experience. [ABSTRACT FROM PUBLISHER]

This paper empirically explores ways in which marketers of higher education can contribute to the important task of cultivating alumni philanthropy. Advancement professionals understand that philanthropy is influenced by wealth and affinity. As marketers, we anticipate that our contribution resides with investments in building affinity. Using survey data that measure the affinity of alumni of a large US university who have been commercially screened to reveal individual wealth, this paper provides empirical evidence of the relative contributions of affinity and wealth to giving. Logistic regression analysis reveals that affinity has a greater impact on predicting the likelihood of giving than other variables, including prior giving and wealth. Important to marketers, this study emphasizes the importance of building affinity and also uncovers obstacles to affinity formation. This information can be used to bridge and repair alumni relationships with their alma mater and inform segmented marketing communications to foster alumni enthusiasm for giving. [ABSTRACT FROM PUBLISHER]

The paper explores two universities' strategies of impact and engagement and their perceptions by local economic and policy stakeholders in a post-industrial city of Scotland. The concept of structural embeddedness is used to unpack the logics and repertoires of action of local universities and to relate discourses and actions to the nature and intensity of the relationship between universities and the local context. In contrast with the dominant knowledge and innovation research paradigm presenting universities as key drivers of regional economic development and competitiveness, the paper suggests multiple and at times contradictory levels of impact of universities depending on their capacity to embed themselves in regional development strategies and socio-economic regeneration programmes. The conclusion suggests that the nature and returns of universities' local engagement approaches are determined by their position on the higher education market as much as by their embeddedness in the local economy, culture and polity. [ABSTRACT FROM AUTHOR]

This paper centres on the tensions between the introduction of plagiarism detection software (Turnitin) for student and tutor use at undergraduate level and the aim to promote a developmental approach to writing for assessment at a UK university. Aims to promote developmental models for writing often aim to counteract the effects of the structural organisation of learning and assessment in higher education. This paper will discuss the potential for the implementation of plagiarism detection software to operate as a ‘change artefact’, creating opportunities for a departure from the habits of practice created by the demands of writing for assessment and the potential for the emergence of enclaves of good practice in respect of writing development. Tutor and student qualitative responses, gathered via questionnaires and focus groups, were analysed in order to investigate the effectiveness of this initiative. In this inquiry, plagiarism detection emerges as a dominant theme within regulatory discourses of malpractice in higher education. The promotion of writing development via a tool for regulation and plagiarism detection seems to be a mismatch and the extent to which Turnitin can operate as a change artefact to promote developmental approaches to writing for assessment in higher education is questioned. The suitability of plagiarism detection software as a tool to promote writing development will be discussed in light of the findings from this inquiry. [ABSTRACT FROM PUBLISHER]

This paper identifies what can be called the 'paradox of interdisciplinarity' (Weingart ) in Australian higher education research governance and explores some of its constitutive dimensions. In the Australian context, the paradox of interdisciplinarity primarily concerns the proliferation of a programmatic discourse of interdisciplinarity in government reports and government policy and strategy documents, often tied to notions of innovation and applicability, parallel to the persistence or even reinforcement of modes of governance and associated mechanisms that almost exclusively rely on rigid discipline-based classification systems to evaluate and fund research. Two interrelated dimensions of this apparent paradox are discussed. First, the conceptions of knowledge that underpin the use of notions of disciplinarity as well as interdisciplinarity in Australian government reports and policy and strategy papers are analysed. Second, an analysis of the Australian research governance system and its underlying mechanisms is presented, as they pertain to interdisciplinary forms of research. On the basis of these analyses, it is concluded that there is a significant mismatch between the discourse of interdisciplinarity and associated conceptions of knowledge on the one hand, and current, relatively inflexible governmental research funding and evaluation practices on the other. It is finally proposed that the occurrence and perpetuation of such a mismatch in the Australian context can only be understood properly if placed in the context of a more general paradox of research governance, where a politically charged rhetoric of innovation conflicts with the actual trend toward an increasingly diminishing scope for the self-organisation of knowledge. [ABSTRACT FROM AUTHOR]

Higher education systems around the globe are experimenting with different strategies to foster internationalization and networking, achieve critical research mass, and strengthen innovation and labour market integration. This paper discusses how Portugal, since 2006, has pursued a distinctive international collaborative strategy to induce critical changes in strategic focus areas at its leading institutions. Utilizing survey and interview data from the MIT-Portugal Program, this paper demonstrates how international collaborations are used to raise student internationalization and selectivity rates, to create national clusters of excellence, and to re-orient engineering education towards innovation and entrepreneurship. The data show that MIT-Portugal has created significant spillovers into Portuguese institutions, underscoring the potential of international collaborations to be drivers of systemic change. We argue Portugal's collaborative approach represents a model strategy for building a targeted human resource, research, and innovation base suited for long-term economic growth. Our findings are relevant for other countries facing similar transition challenges. [ABSTRACT FROM AUTHOR]

The paper advances current knowledge on factors affecting higher education institutions in their quest for innovation in education. Based on an analysis of ten institutional cases from five European countries, a comprehensive description and classification of barriers and drivers of innovation are provided. Results indicate certain “disengagement” in relation of higher education institutions and education policy makers, business, and students as well as between higher education institutions’ managers and their subordinates. Based on the findings, major innovation-related challenges in the higher education are discussed and related practical recommendations are presented. [ABSTRACT FROM AUTHOR]

Set within the context of a global pursuit towards the internationalisation of higher education, this paper critically examines student discourse in a globally connected classroom between learners in the USA and Singapore. It makes salient some of the cultural assumptions and tensions that undergird students’ discourse in collaborative international exchanges. We argue that technological innovation can enhance campus internationalisation efforts by providing opportunities for groups of students to intersect and interact across cultures. Such opportunities for social connection can bring about a transformative third space wherein domestic students and their international peers can engage in meaningful and productive dialogic exchanges. However, as this analysis suggests, the mere opportunity for connection will not necessarily manifest outcomes consistent with ideals of internationalisation and may instead result in superficial exchanges and reified stereotypes. Specifically, findings from this study demonstrate several tensions in US students’ discourse, revealing ways in which they simultaneously reject and represent American identity, challenge and reify national stereotypes, and pursue open-mindedness while maintaining ‘strong convictions'. Finally, as a practical application of findings, we suggest training students to self-reflect through critical examination of their own and others’ discourse as a means for pushing beyond the superficial towards genuine cultural learning. [ABSTRACT FROM PUBLISHER]

Interest in how to support the design work of university teachers has led to research and development initiatives that include technology-based design-support tools, online repositories, and technical specifications. Despite these initiatives, remarkably little is known about the design work that university teachers actually do. This paper presents findings from a qualitative study that investigated the design processes of 30 teachers from 16 Australian universities. The results show design as a top-down iterative process, beginning with a broad framework to which detail is added through cycles of elaboration. Design extends over the period before, while, and after a unit is taught, demonstrating the dynamic nature of design and highlighting the importance of reflection in teachers' design practice. We present a descriptive model of the design process, which we relate to conceptualizations of higher education teaching and learning, and compare with the characteristics of general design and instructional design. We also suggest directions for future research and development. [ABSTRACT FROM AUTHOR]

In view of the discrepancies in teacher training and teaching practice, this paper put forward a context-adaptive teacher training model in a ubiquitous learning (u-learning) environment. The innovative model provides teachers of different subjects with adaptive and personalized learning content in a u-learning environment, implements intra- and inter-group collaboration to facilitate knowledge construction and in-depth study, and promotes reflection with the help of the supervising teacher's review and summarization. To test the effect, the model was applied to a general teacher training. Participants were then given questionnaires and interviews were conducted to assess the effectiveness of the model and attitude. Results showed that the model promoted teachers’ learning effectively, achieved the combination of teacher training and teaching practice. Moreover, teachers held positive attitude toward the model. [ABSTRACT FROM PUBLISHER]

Purpose – Over the past few decades China's higher education has gone through dramatic growth and multiple rounds of reforms accompanied by a remarkable amount of financial investment, all aiming at developing world-class universities to grow innovative talents. Yet the outcomes so far have been disappointing. This paper aims to investigate this issue.Design/methodology/approach – By reviewing and analyzing selected educational reforms in higher education in China, this article discusses the reasons of the gap between the massive input for innovation in higher education in China and abysmal results. This paper also reports and analyzes a case that challenges central control and the gaokao system.Findings – Central control and the gaokao, the infamous college entrance exam, are the bedrocks of China's higher education and also the culprit for China's failure to cultivate innovative talents. Unless they are fundamentally changed it is unlikely that China will have the higher education system it dreams of having.Originality/value – This article provides an overview of China's efforts to cultivate innovative talents by strategically investing in building world-class higher education institutions (HEIs) and analyzes the reasons behind the apparent gap between its massive input and the abysmal results achieved. [ABSTRACT FROM AUTHOR]

Purpose – The purpose of this paper is to present a framework combining the approaches of the innovation pedagogy, strategic planning of higher education and the research, development and innovation (RDI) in order to support the export of higher education.Design/methodology/approach – The export of education can be included in the framework by taking the innovation pedagogy as a starting point – an approach developed for the universities of applied sciences with the emphasis of efficient leaning in projects and the institution's external impact. Strategic management defines strategic objectives, which take into account the European education policy and the regional and international demand for higher education. The empirical part of the paper is based on the study of the Turku University of Applied Sciences (TUAS) focusing on the networked applied research and development activities and the combination of the education and the RDI activities using learning in the projects approaches.Findings – The building of the strategic partnerships seems to be one of the main instruments of the export process and to use the support of the external broker organization outside of the universities. The advantages of the student learning in the RDI projects are: the drop-out rates can be decreased, the length of study can be shortened, the transfer of knowledge can be increased, the supervision of students can be increased, the experience of students from projects increases the employment opportunities and the integrated model of innovation pedagogy can be exported to other countries.Originality/value – The framework presented in the paper could be developed towards mechanisms of sharing the knowledge concerning different global learning ecosystems. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is as follows: this is a short excursion into the changing world of post-secondary education through a review of two books: Reinventing Higher Education: The Promise of Innovation, by Ben Wildavsky, Andrew P Kelly and Kevin Carey; and DIY U, by Aya Kamenetz. Design/methodology/approach - The paper presents reviews of two recently published books. Findings - The economics and functions of post secondary education at the baccalaureate and post-baccalaureate (research) levels are changing in a world where knowledge flows freely across geo-political boundaries. The Ivory Tower no longer commands from a fixed location or as the center of knowledge, both the historic and the new. Originality/value - Individuals as well as public and private sector entities have multiple sources for knowledge and new abilities of sharing and obtaining knowledge. "The Academy" as created in the seventeenth and eighteenth centuries as an independent home for scholarly endeavors has changed as new demands are placed upon the institutions and the faculty. [ABSTRACT FROM AUTHOR]

This paper reports on the development and preliminary evaluation of 'Global Experience', an innovative programme at the University of South Australia designed to broaden students' intercultural engagement through a range of international experiential activities. The paper provides the rationale for the establishment of the programme including a summary of data from a feasibility study. A preliminary evaluation of the programme which has been operational since February 2008, is based on a range of data sets including the results of a survey of commencing students, a survey of the first graduates of the programme, plus results from the online Course Evaluation Instrument (CEI), Student Evaluation of Teaching for the academic component Global Experience Professional Development (GEPD) and qualitative feedback in journals written by students enrolled in GEPD. The data indicate that the Global Experience programme is fulfilling its objectives by responding to the recommendations of numerous researchers to operationalise programmes that encourage students to develop cross-cultural understanding, intercultural communication and international perspectives. [ABSTRACT FROM AUTHOR]

In many areas of applied sciences, such as management and engineering, the generation and dissemination of theory and knowledge is increasingly woven into practice. This leaves teaching and research institutions with the challenge of developing and organising teaching activities that are effective from a student learning perspective. This paper presents the design and the operating principles of a learning environment that has been formulated in a joint development by teachers and researchers of the universities of Zaragoza (Spain) and Aalborg (Denmark). In this paper we describe what the learning environment developed consists in, beginning by presenting the theoretical foundation considered for its design, to then describe it in detail and present it. Finally, we will discuss the implications of this environment for researching and teaching in this field, and gather the conclusions of this study and the future developments to be considered. [ABSTRACT FROM AUTHOR]

With more constructivist approaches to learning in higher education and more value on teamwork skills, students' oracy (speaking and listening) features more prominently in curriculum, pedagogy and assessment. The paper reports on a study of two first-year Australian university courses in disciplines with explicit industry orientations and high proportions of international students. Drawing on classroom observations and interviews with the lecturers, this paper investigates their pedagogical designs on oracy and the oracy demands of their assessment tasks. The study found that talk-based assessment tasks (a group project and a group oral presentation) featured in both courses but the two courses treated students' oracy differently: as product or process. The contrast between the two assessment designs explicates issues around EAL (English as an additional language) student needs, authentic links to industry, the provenance of criteria used to assess performance, perceptions about the relevance of talk and the 'hidden assessment' of oracy. [ABSTRACT FROM AUTHOR]

This paper uses the literature of educational technology as the site of analysis in order to map the field of educational technology. Having considered Kuhn and Bourdieu's theories, the paper frames the analysis of the field in Bernsteinian terms as a horizontal knowledge structure in a vertical knowledge discourse. Using the concepts of interacting discursive planes, the paper maps the field in terms of its general approach planes and its problem planes. Finally, the paper shows that researchers in the field themselves acknowledge its weak grammar, and calls for commensurability of approaches to be acknowledged in order for robust knowledge to be developed and the legitimacy of the field to be enhanced. [ABSTRACT FROM AUTHOR]

This paper outlines the contribution made by the United Nations Environment Programme (UNEP) towards enhancing the integration of sustainable development concerns in Africa through its initiative, the Mainstreaming Environment and Sustainability in Africa (MESA) Universities Partnership, during the United Nations Decade of Education for Sustainable Development (UNDESD). The paper underscores Africa’s wealth and diversity of natural resources while illuminating sustainable development challenges facing the region in order to highlight the need for African universities to respond appropriately. It furthermore outlines the role of education in sustainable development and attempts to contextualise higher education in Africa by exploring universities’ (historical and current) role with regard to ESD. The paper goes onto describe the MESA partnership and list the programme’s key milestones by outlining ESD innovations in African universities, as well as by examining ESD in terms of its global impact and influence on policy to date. [ABSTRACT FROM AUTHOR]

Technology-mediated education or e-learning is growing globally both in scale and delivery capacity due to the large diffusion of the ubiquitous information and communication technologies (ICT) in general and the web technologies in particular. This statement has not yet been fully supported by research, especially in developing countries such as Algeria. The purpose of this paper was to identify directions for addressing the needs of academics in higher education institutions in Algeria in order to adopt the e-learning approach as a strategy to improve quality of education. The paper will report results of an empirical study that measures the readiness of the Algerian higher education institutions towards the implementation of ICT in the educational process and the attitudes of faculty members towards the application of the e-learning approach in engineering education. Three main objectives were targeted, namely: (a) to provide an initial evaluation of faculty members' attitudes and perceptions towards web-based education; (b) reporting on their perceived requirements for implementing e-learning in university courses; (c) providing an initial input for a collaborative process of developing an institutional strategy for e-learning. Statistical analysis of the survey results indicates that the Algerian higher education institution, which adopted the Licence - Master and Doctorate educational system, is facing a big challenge to take advantage of emerging technological innovations and the advent of e-learning to further develop its teaching programmes and to enhance the quality of education in engineering fields. The successful implementation of this modern approach is shown to depend largely on a set of critical success factors that would include: The extent to which the institution will adopt a formal and official e-learning strategy. The extent to which faculty members will adhere and adopt this strategy and develop ownership of the various measures in the context of their teaching and research responsibilities. The extent to which the university will offer adequate support in terms of training, software platform administration, online resource development and impact monitoring and assessment. [ABSTRACT FROM AUTHOR]

Unlike the designs in the future, 3D drawings are calculated numerically starting from the threedimensional numerical data, making use of a vector space decomposed into three dimensions in Cartesian axes (X Y, Z). Synthetic images were obtained in the early 1950s in the U.S., the first academic research on this issue were conducted since 1965 at the University of Utah, 3D images are on a new path especially after 1990. UASVM Iasi inaugurated in 2009, with the support of American and British experts, five unique 3D laboratories in Europe. Being in the initiation stage, scholars have participated in various demonstrations conducted by experts from the Center. They have already started designing the system to different 3 D themes with teaching or research character. In this favorable context, DPPD initiated the participation of all students enrolled in initial training program (day and postgraduate) in demonstrations in these laboratories where they have seen various 3D presentations, experts discussed the implications of these multimedia in various fields of social life -economic and cultural, including the huge opportunities they have to harness the potential of imagination and creativity of students. This paper seeks to highlight the pedagogical dimension of the integration of these means 3D in the initial and continuing training of teachers. We are considering turning psychological research in the field of imagination and creativity, providing interactive nature of the use of such means 3D, carrying on didactic activities involving students and teacher mentors in higher education. The aim of the paper is the need of communication service training of teachers in pre-university and university e-learning issues, including use in the educational process of 3D means. [ABSTRACT FROM AUTHOR]

This paper describes how an intelligent chip architecture has allowed a large cohort of undergraduate (UG) students to be given effective practical insight into integrated circuit (IC) design by designing and manufacturing their own ICs. To achieve this, an efficient chip architecture, the "Superchip," was developed, which allows multiple student designs to be fabricated on a single IC, and encapsulated in a standard package without excessive cost in terms of time or resources. This paper demonstrates how the practical process has been tightly coupled with theoretical aspects of the degree course and how transferable skills are incorporated into the design exercise. Furthermore, the students are introduced at an early stage to the key concepts of teamwork, exposure to real deadlines, and collaborative report writing. This paper provides details of the teaching rationale, design exercise overview, design process, chip architecture, and test regime. [ABSTRACT FROM AUTHOR]

There has been an increase in the use of e-learning as a form of delivering higher education. Much of the innovation has gone hand in hand with what has been called an ‘evaluation bypass’ and has seemingly been popular because of its economic efficiency. The literature on new technologies tends to be written by those committed to the innovation. They tend to present innovation as a good, regardless of what the innovation is, and ‘resistors’ as in some senses deviant. Using the example of the Higher Education Funding Council for England-funded multimedia project, ‘Doing Political Research’, this paper argues that some degree of scepticism about innovation can be seen as a positive response. Furthermore, the paper argues that the cost-saving arguments put forward by proponents of innovation are illusory. E-learning can be as costly as other means. However, it does offer alternative ways to teach and can be particularly effective at reaching isolated learners. The conclusion is that for e-learning to be effective it must place learning first. [ABSTRACT FROM AUTHOR]

Background: Academic staff have a key role to play in the innovation efforts of universities aiming to exploit the potential of web-based learning technologies. Although learning technologies are an important building block of educational innovation, the eLearning adoption rate of European academic staff appears disappointing. The majority of curricula in European universities are stalled in the traditional pedagogical model of knowledge transmission, which continues to dominate teaching and learning. Purpose: This conceptual paper explores underlying structural and cultural barriers to technology-enhanced innovation in higher education. Sources of evidence: Starting from the underdeveloped state of eLearning in European universities, the paper challenges arguments that visible barriers such as technical issues, budget constraints or lack of interest in technology amongst academic staff represent the actual reasons for the slow advancement of learning technologies in university curricula. Main argument: The paper argues that the lack of faculty interest and engagement for eLearning are visible symptoms for deeply rooted causes, which hinder current innovation efforts of universities. It explores theoretical viewpoints for structural peculiarities of universities, motivational and habitual traits of academic staff, and long-standing cultural values in the academic community in an attempt to understand their impact on technology-enhanced innovation in higher education. Conclusions: The real dilemma for eLearning innovation is caused by macro-level influence factors that even committed universities can hardly overcome at institutional level. University leaders have to take the underlying innovation barriers into account when they try to engage academic staff for the use of learning technologies. With a realistic view on existing limitations, institutional eLearning adoption efforts have to be tailored to serve real learning needs and motivations of academic staff; and they have to consider specific goals and contexts within different universities. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to present the results of a national survey of information skills training (IST) practices in Irish higher education institutions, which was carried out during 2006-2007 with the aim of documenting current practice and identifying areas in which change or innovation may be warranted. Despite an emerging picture of information literacy (IL) practice worldwide, a lack of published research has made it difficult to gain an accurate overview of IL activity in the Republic of Ireland. This paper aims to partly fill this gap. Design/methodology/approach - An invitation to complete a 26-item questionnaire was sent out to librarians in all publicly-funded higher education institutions in the Irish Republic in November 2006. Out of 154 librarians, 77 responded, giving a response rate of 50 per cent. Findings - Results showed that, while librarians spend a significant portion of their time engaged in IST activities and are enthusiastic about developing and promoting their programmes, IST continues to be delivered in primarily standalone format, using non-integrated methods. Formal assessment of IS outcomes is not commonly carried out in Irish higher education institutions. Originality/value - This paper represents the first national survey of IST practices in higher education in the Irish Republic, and serves as a baseline for international comparison and future longitudinal studies. [ABSTRACT FROM AUTHOR]

Over the past four decades, teaching and learning in higher education has been informed by a variety of educational theories. The various initiatives that have been introduced as a consequence have all sought to improve students' educational experiences. However, such moves have not always been successful, as a series of three articles that the authors produced on dental chairside teaching have demonstrated. The first of these investigated the stakeholders' perceptions of this teaching at one dental school. The second evaluated chairside teaching on a UK wide scale, while the third provided educational tools to encourage collaboration among clinical educators to share good chairside teaching practices. What this paper seeks to do is to locate each of these themes within the wider context of a theoretical frame highlighting the need for dental education to be underpinned by such constructs. The aim of this paper is to help ensure that an informed learning experience is achieved for all students engaged in clinical dental education. [ABSTRACT FROM AUTHOR]

THE QUALITY AND QUANTITY OF RESEARCH publications are used as benchmarks to monitor the performance of South Africa's national system of innovation. The indicators are pertinent to the policies of the Department of Education, which distributes funds for research at institutions of higher education by measuring the volume of research outputs. In this article, we present a scientometric assessment of research in South Africa in the context of the rest of Africa and in comparison with Brazil and India—two countries with which South Africa aims to develop strong scientific ties. We find that South Africa has published a significant number of papers in all 22 disciplines represented in the ISI's Essential Science Indicators. The largest numbers of journal articles in a 10-year period (1996-2005) were published in the categories Clinical Medicine, and in Plant and Animal Sciences, with over 7000 papers each. Three groupings, namely, Chemistry, Geosciences, and Environmental/Ecology, form the second cluster of disciplines in terms of the highest number of publications (2966, 2488 and 2386, respectively). In all 22 subject categories, India and Brazil are rated higher than South Africa in terms of number of publications, but South Africa is ranked above these countries in relation to citations per paper in all disciplines. Egypt outranked South Africa in three disciplines in the period 1995-2004, namely, Chemistry, Engineering, and Materials Science, as did Nigeria in Agriculture in 1996-2005. In addition to the three disciplines in the earlier period, Egypt outranked South Africa in 1996-2005 in Physics, Agricultural Sciences, and Pharmacology/ Toxicology. However, South Africa scored higher than both African countries in all disciplines in terms of citations per paper. [ABSTRACT FROM AUTHOR]

Purpose - The goal of this paper is to enhance consideration for the potential for institutions of higher education throughout the world, in different cultures and contexts, to be change agents for sustainability. As society faces unprecedented and increasingly urgent challenges associated with accelerating environmental change, resource scarcity, increasing inequality and injustice, as well as rapid technological change, new opportunities for higher education are emerging. Design/methodology/approach - The paper builds on the emerging literature on transition management and identifies five critical issues to be considered in assessing the potential for higher education as a change agent in any particular region or place. To demonstrate the value of these critical issues, exemplary challenges and opportunities in different contexts are provided. Findings - The five critical issues include regional-specific dominant sustainability challenges, financing structure and independence, institutional organization, the extent of democratic processes, and communication and interaction with society. Originality/value - Given that the challenges and opportunities for higher education as a change agent are context-specific, identifying, synthesizing, and integrating common themes is a valuable and unique contribution. [ABSTRACT FROM AUTHOR]

This paper reviews the purposes of higher education in South Africa through to lens the 1997 Education White Paper. It is argued that, while the principles of the White Paper have shaped the development of the higher education system over the following decade the primary objectives of transformation have yet to be realized. [ABSTRACT FROM AUTHOR]

The purpose of this paper is to lay out future scenarios related to the impact of the intensification of competition between universities and research centres of OECD countries on the stocks and flows of university graduates in Latin America. In conditions of intensified competence, it is possible that the ways in which Latin American countries, universities and university professionals participate in the processes of international mobility will change significantly. This paper proposes different scenarios, combining hypotheses about the global dynamics of skilled mobility and migration of graduate students (conditioned by the behaviour of the demand in developed countries), about their main impacts on Latin America, and about the responses that Latin American governments and universities could make to face this process. [ABSTRACT FROM AUTHOR]

Purpose - This paper aims to investigate the influence of professional and academic identities in online teaching practices in higher education. Design/methodology/approach - This paper draws on data from a longitudinal study of five professional degree academics teaching subjects in nursing, teaching, engineering, allied health sciences, and journalism (here a "subject" refers to a course or unit which is usually undertaken over a semester and forms a part of a larger degree program). The research utilises community of practice as a social theory of learning, and the construct of identity, to better understand the connection between academic teachers' pedagogical beliefs and their teaching practices in a web-enhanced learning setting. The authors contend that lecturers' online teaching practices are mediated by their continually negotiated identities as members of multiple communities of practice. Findings - This research has found that the professional degree lecturers intentionally utilised the available technologies and tools to enact pedagogical strategies in ways that enabled them to manage the integrity of their occasionally conflicting identities as educators, professional practitioners and institutional employees. Originality/value - This research goes beyond the assumption that past experiences flavour teachers' pedagogical styles. A lecturer continually negotiates and maintains multiple identities where each represents a fundamental understanding of the world and can sometimes be at odds with one-another. This study has revealed how educational technologies have mediated the gap between the multiple identities held by teaching academics and been used as a bridging mechanism to connect beliefs with practice. [ABSTRACT FROM AUTHOR]

After reviewing the major changes taking place in American higher education, the present paper discusses a select number of challenges confronting US social work education. These challenges are broadly characterized as those of rigor and relevance. The paper presents the author's reflections on the best ways to meet these challenges and stresses the promotion of research and social innovations as important foci for social work education. [ABSTRACT FROM AUTHOR]

This paper reviews the effects of new technology on teaching and learning by considering examples of studies carried out with five kinds of teaching in five contexts. The five teaching situations are direct instruction, adjunct instruction, facilitating the skills of learning, facilitating social skills and widening learners’ horizons. The five contexts are primary schools, secondary schools, higher education, special education and out of school. The aim of the paper is primarily to inform teachers about current work in these different areas. [ABSTRACT FROM AUTHOR]

Purpose - The purpose of this paper is to review the progress made by UK higher education institutions (HEIs) to deliver the enterprise education agenda. The key areas for research included the type, content and delivery methods of graduate enterprise education being offered in the UK. Design/methodology/approach - A questionnaire was e-mailed to 123 HEIs in the UK, together with a brief introduction stating the purpose of the research. These were followed up by telephone calls to request responses. Findings - The paper finds that provision of entrepreneurship education is varied, with both entrepreneurship and innovation courses on offer. Entrepreneurship education is most often offered at postgraduate level and on a part time basis. Overall, delivery methods proved to be more traditional than anticipated, with few instances of action learning or the use of technology to support learning. There were differences between pre- and post-1992 HEIs, and little attention was given to topic areas evident in relevant UK policy initiatives. Research limitations/implications - Supports entrepreneurship education, key capacities need to be addressed within HEIs, at senior and other levels, so that graduate enterprise embodies the entrepreneurial spirit and delivers the expected results of governmental focus and intervention. Originality/value - This is one of the first surveys to explore how enterprise education is delivered within UK HEIs. [ABSTRACT FROM AUTHOR]

Progress files, involving personal development planning (PDP), are becoming a feature of many higher education systems internationally. In the UK they will become mandatory for all undergraduate students from 2005. This presents a major implementation challenge, because while reflection has been a cornerstone of practice in some areas of higher education for a considerable time, its generalisation as national policy changes its discursive location. The paper presents findings from a case study of the implementation of PF in one UK Higher Education Institution (HEI). It reports on how staff in one institution understand PF in the context of national policy, and on how they interpret the challenges they face in facilitating reflection for all students. The paper argues that pedagogical innovations take on a different meaning when applied to the system as a whole. [ABSTRACT FROM AUTHOR]

This paper explores case study research of the group process for teachers as learners in an Online Learning Module delivered in a blended problem‐based learning (PBL) environment. Blended learning, as the name suggests, consists of a blend of at least two pedagogical approaches: within the context of this research, blended learning is the integration of the PBL face‐to‐face learning in a classroom with an e‐learning environment. The 10‐week module was part of an accredited Postgraduate Diploma in Third Level Learning and Teaching for academic staff (lecturers, librarians, learning technology support staff) from a range of higher education institutions in the Republic of Ireland. This Postgraduate Diploma attracts academic staff keen to experience and implement a variety of pedagogical approaches within their own teaching. Over the four years of the module’s existence, there have been a wide variety of subject disciplines in higher education represented. This paper shares experiences and lessons learnt from the case study, and provides a set of recommendations for other teachers pursuing this form of blended PBL with students. [ABSTRACT FROM AUTHOR]

The UK government's widening participation strategy, and the concomitant development of a mass higher education system, has imposed a variety of pressures on higher education institutions. Not least of these is the changing nature of the student population, and the assumptions that can be made about its skills and knowledge base. It should not be surprising that this rapid expansion of the higher education system has resulted in declining student progression and retention rates. This paper takes a case study approach and attempts to identify the range of factors that might explain the variability of student performance on a first year undergraduate introductory statistics module. The paper concludes that there are no simple predictors of success or failure. However, there is evidence to suggest that any innovations in delivery need to take account of individual student development and that the presumption that students can rapidly become independent learners upon initial entry to higher education is an unrealistic one. [ABSTRACT FROM AUTHOR]

Mobile technologies offer the opportunity to embed learning in a natural environment. This paper describes the design of the MobileGame prototype, exploring the opportunities to support learning through an orientation game in a university setting. The paper first introduces the scenario and then describes the general architecture of the prototype. The main part of the paper focuses on the evaluation of design issues and the effects observed in two trials. Design issues include: Supporting work on the move poses difficult interface questions, the accuracy of current outdoor, and indoor positioning systems is still problematic and the game requires near real-time response time. The evaluation of the effects shows that features such as‘map-navigation’ and‘hunting and hiding’ lead to excitement and fun. The participants immerse into a mixed reality that augments both physical and social space. The game success is based on the motivating design of the game itself. The paper concludes with open issues for future research, especially with the need to thoroughly evaluate the learning benefits. [ABSTRACT FROM AUTHOR]