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2. Cross-Border Higher Education for Regional Integration:Analysis of the JICA-RI Survey on Leading Universities in East Asia. JICA-RI Working Paper. No. 26
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Kuroda, Kazuo, Yuki, Takako, and Kang, Kyuwon
- Abstract
Set against the backdrop of increasing economic interdependence in East Asia, the idea of regional integration is now being discussed as a long-term political process in the region. As in the field of the international economy, de facto integration and interdependence exist with respect to the internationalization of the higher education system in East Asia. Based on the results of a comprehensive Japan International Cooperation Agency Research Institute (JICA-RI) survey of 300 leading higher education institutions active in cross-border higher education, located in ten Association of Southeast Asian Nations (ASEAN) member Southeast Asian countries and three Northeast Asian countries (China, Japan, and Korea), this paper examines universities perceptions of the degree of cross-border activities, the significance of their expected outcomes, and their regional preferences for partners. The objective is to envision a direction for a future regional higher education framework in East Asia and to consider the policy implications of the internationalization of higher education in East Asia in the context of regionalization. The findings related to the degree of cross-border activities suggest a current perception that there is more prominent in conventional than in innovative activities, but that innovation will rise considerably in the future. With respect to the significance of expected outcomes,academic and political expected outcome are perceived to be more significant than economic expected outcome, which are nevertheless expected to be more significant in the future. Finally, in terms of their preferred regions of partners, universities in East Asia overall place a high priority on building partnerships within their own region. Yet, among Northeast Asian universities, North America is perceived as the most active partner. (Contains 3 figures, 21 tables, and 13 footnotes.) [This paper was prepared as part of a Japan International Cooperation Agency Research Institute (JICA-RI) research project titled, "Cross-border Higher Education for Regional Integration and the Labor Market in East Asia."]
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- 2010
3. Guidelines for Quality Provision in Cross-Border Higher Education: Where Do We Strand? OECD Education Working Papers, No. 70
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Organisation for Economic Cooperation and Development, Vincent-Lancrin, Stephan, and Pfotenhauer, Sebastian
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The "Guidelines for Quality Provision in Cross-Border Higher Education" were developed and adopted to support and encourage international cooperation and enhance the understanding of the importance of quality provision in cross-border higher education. The purposes of the "Guidelines" are to protect students and other stakeholders from low-quality provision and disreputable providers (that is, degree and accreditation mills) as well as to encourage the development of quality cross-border higher education that meets human, social, economic and cultural needs. The "Guidelines" are not legally binding and member countries are expected to implement them as appropriate in their national context. Based on a survey about the main recommendations of the "Guidelines", this report monitors the extent to which Organisation for Economic Cooperation and Development (OECD) countries and a few non-member countries comply with its recommendations. The Survey was sent out in June 2010 to all OECD countries. The main conclusion of the survey is that (responding) countries report a high level of compliance with the Guidelines recommendations. On average, responding OECD countries conform to 72% of the main recommendations made to governments, tertiary education institutions, and quality assurance and accreditation agencies. The level of compliance decreases to 67% when recommendations to student bodies are included, but the level of missing information, and thus uncertainty about actual compliance, increases significantly. Appended are: (1) Country Overview of Compliance Levels with the Guidelines for Different Stakeholders; (2) Country Overview of Compliance Levels with Six Key Objectives of the Guidelines; (3) Methodology; (4) Country Answers to the Survey; (5) Overview of National Contact Points; and (6) Guidelines for Quality Provision in Cross-Border Higher Education. (Contains 2 tables, 12 figures and 1 footnote.)
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- 2012
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4. Teaching and Research in International Law in Asia and the Pacific. Report of a Regional Consultation Meeting Including Nine Country Status Surveys (Seoul, Republic of Korea, October 10-13, 1984). Social and Human Sciences in Asia and the Pacific. RUSHSAP Series on Occasional Monographs and Papers, 11.
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United Nations Educational, Scientific, and Cultural Organization, Bangkok (Thailand). Regional Office for Education in Asia and the Pacific.
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Information on teaching and research in international law for countries of the Asia-Pacific region is presented in proceedings of a 1984 conference sponsored by the United Nations Educational, Scientific, and Cultural Organization. In addition to a regional overview, suggestions are offered for promoting regional cooperation in international law. Challenges in the teaching and study of international law, problems areas for students graduating in international law, and problems of the profession are considered. Status reports for nine countries on teaching and research in international law are provided by conference participants as follows: Australia (James Crawford), India (M. L. Upadhyaya), Indonesia (Komar Kantaatmadja), Japan (Onuma Yasuaki), Republic of Korea (Chi Young Pak), Pakistan (M. A. Mannan), The Philippines (Adolfo S. Azcuna), Sri Lanka (A. R. B. Amerasinghe), and Thailand (Vitit Muntarbhorn). Appendices include: a conference program, list of participants and brief introductory conference addresses by Jae Hoon Choi, E. Hyock Kwon, Bong-shik Park, and Yogesh Atal. (SW)
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- 1985
5. Trends and Issues in the Technical and Vocational Education in 10 Indo-Pacific Countries
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Lee, Lung-Sheng
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Timely analysis of trends and issues in TVE can help TVE stakeholders cope with rather than oppose them. Educating in the direction of the trend and resolving the important issues can maximize TVE's chance of success. The purpose of this paper was to identify trends and issues in the TVE in 10 Indo-Pacific countries. To achieve this purpose, a cross-country analysis with a word cloud analysis was employed. Consequently, the following nine trends were identified: (1) Accelerated adaptation to emerging technologies and the evolution of industry; (2) Improving or diversifying TVE accessibility and increasing the enrollment rate; (3) Enhancing alignment between the TVE and higher education sectors; (4) Promoting employment-based, work-based, or competency-based learning models; (5) Strengthening TVE educators'/trainers' practical skills, industrial working experience, or qualification requirements; (6) Gearing TVE with lifelong learning; (7) Encouraging employer or industry involvement in TVE; (8) Enhancing quality assurance and autonomy in the TVE system; and (9) Providing more career counseling or career exploration. In addition, the following six issues were identified: (1) TVE does not have the same positive public image as academic education; (2) Insufficiency of qualified TVE trainers/teachers; (3) Extreme challenges to teach hands-on skills online; (4) Weak involvement of social partners; (5) Fragmentation of TVET management; and (6) The continued lack of a well-constructed qualification framework and quality assurance system.
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- 2021
6. Microteaching Networks in Higher Education
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Sonia Santoveña-Casal, Javier Gil-Quintana, and José Javier Hueso-Romero
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Purpose: Microteaching is a teacher training method based on microclasses (groups of four or five students) and microlessons lasting no more than 5-20 min. Since it was first explored in the late 20th century in experiments at Stanford University, microteaching has evolved at the interdisciplinary level. The purpose of this paper is to examine the networks found via an analytical bibliometric study of the scientific output related with microteaching in teacher training, through a study and examination of the Web of Science database. Design/methodology/approach: This research was conducted with the VOSviewer tool for content analysis through data mining and scientific network structure mapping by means of the normalisation technique. This technique is based on the association strength indicator, which is interpreted as a measurement of the similarity of the units of analysis. Findings: Two hundred and nine articles were thus obtained from the Web of Science database. The networks generated and the connections among the various items, co-authorship and co-citation are presented in the results, which clearly indicates that there are significant authors and institutions in the field of microteaching. The largest cluster is made up of institutions such as Australian Catholic University. The most often-cited document is by Rich and Hannafin. Allen (1968), who defines microteaching as a technique based on microclasses and microlessons, is the author most often cited and has the largest number of connections. Research limitations/implications: This research's limitations concern either aspects that lie beyond the study's possibilities or goals that have proved unattainable. The second perspective, which focuses on skill transfer, contains a lower percentage of documents and therefore has a weaker central documentary structure. Lastly, the authors have also had to bear in mind the fact that the scientific output hinges upon a highly specific realm, the appearance and/or liberalisation of digital technologies and access to those technologies in the late 20th century. Originality/value: This research shows that microteaching is a promising area of research that opens up vast possibilities in higher education teacher training for application in the realm of technologies. This paper could lead to several lines of future research, such as access to and the universal design of learning from the standpoint of different communication and pedagogical models based on microteaching.
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- 2024
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7. Understanding the Foremost Challenges in the Transition to Online Teaching and Learning during COVID-19 Pandemic: A Systematic Literature Review
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Hamad, Wahid Bakar
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The study aims to understand the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic. The study adopts the PRISMA approach to screening the selection of journal articles and review papers according to the research aims and the inclusion criteria. The journal articles and review papers were extracted and stored in Microsoft Excel and Google Scholar, Academic. Microsoft, Semantic Scholar, Elsevier, and Emerald Insight databases searched relevant documents using formulated keywords. A statistical technique was applied using the M.S. Excel analysis tool (PivotTable and an independent t-Test) to analyze data and determine the differences between teachers and students. The review revealed the evidence that the majority of the studies were primarily focused on the individual developing countries and results from other developing countries were not considered. In addition, the foremost challenges in the transition to online teaching and learning during the COVID-19 pandemic were inadequate skills and training, inadequate Internet/Infrastructure, lack of supporting resources and lack of online student engagement and feedback. Finally, the independent t-test reveals there is no statistically significant difference in challenges in the transition to online teaching and learning during the COVID-19 pandemic. Both teachers and students encounter similar challenges. The systematic review raised concerns that higher learning needs to effectively implement long term strategies and support teachers and students in getting into online teaching and learning.
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- 2022
8. Thailand as a New International Higher Education Hub: Major Challenges and Opportunities, a Policy Analysis
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Pongsin, Viseshiri, Lawthong, Nuttaporn, Fry, Gerald W., Ransom, Lakeesha, Kim, Seongdok, and Thi My, Ngoc Nguyen
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The major analytical research question addressed in this paper is: What are Thailand's strengths and weaknesses as an international education hub for students from the Asian region? The key descriptive research question is: What is the nature of the educational experience of Asian students in Thailand? The two major research methodologies of the study are mixed research methods and comparative case studies, with the use of in-depth interviews of influential experts, surveys, and an autoethnography. In terms of major findings, there has been a dramatic growth of Asian students at Thai universities during the past two decades. Thailand's major advantages relate to low costs, location, quality campus facilities, and a welcoming attitude toward outsiders, while major disadvantages are the quality of many of Thailand's international programs often related to low English language capabilities. The paper concludes by presenting a creative new architecture for thinking about Asian study abroad in Thailand.
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- 2023
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9. Characteristics of Spatial Visualisation: Perspectives from Area of Composite Shapes
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Mathematics Education Research Group of Australasia, Patahuddin, Sitti, Logan, Tracy, and Ramful, Ajay
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This paper attempted to make explicit some of the underlying characteristics of spatial visualisation using the concept of area of composite shapes. By engaging students with metric-free tasks, we identify the type of perceptual and visual/spatial manoeuvres that they deploy in such situations. Interview data collected from three students in Grade 7, 8, and 9 are used to exemplify three key constituents of spatial visualisation: figure-ground perception, global and local perception, and gesturing. An observable discontinuity was discovered in coordinating different pieces of spatial information after disembedding the parts that constitute the whole. This paper concludes with pedagogical implications.
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- 2018
10. A Bibliometric Analysis of Digital Literacy Research and Emerging Themes Pre-During COVID-19 Pandemic
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Baber, Hasnan, Fanea-Ivanovici, Mina, Lee, Yoo-Taek, and Tinmaz, Hasan
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Purpose: Digital literacy is not the mere ability to use a digital device or know to use various software. It is a domain of exploration for sociology, psychology, education and, of course, technology. This study aims to present a quantitative analysis of the literature on digital literacy using a bibliometric approach. Design/methodology/approach: Using data from the Web of Science database, the importance of the research is evaluated by reviewing 2307 publications and examining the yearly publication, field category productivity, citation structure, most cited resources, documents, most-cited authors, most productive authors, and country in the field of digital literacy. Further, a cluster analysis is conducted to see the most recurrent keywords and emerging trends in this field. At last, the authors analyzed the thematic progression of keywords over these five years based on the normalized citations. Additionally, a graphical representation of the bibliometric data using VOSviewer is presented in the paper. Findings: The results suggest a steady rate of publication in this field, with most of the research published in education and library fields and the USA leading the country in this realm. The emerging themes in this field are 'Fake News', 'Competence', 'Educational Technology', 'Health Literacy', 'Self-Efficacy' and, interestingly, 'COVID-19'. The results also revealed that COVID-19 has been examined and associated with fake news, higher education, social media and information literacy. Originality/value: This paper provides an overall summary of the most recent research work published from 2017 to 2021 on digital literacy in the backdrop of COVID-19. The study presents the thematic progression over the years and particularly the new keywords that emerged in the limelight of the pandemic. It contributes by updating the existing body of knowledge in the field of digital literacy and presents preliminary results related to COVID-19.
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- 2022
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11. Variables Affecting Student Motivation Based on Academic Publications
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Yilmaz, Ercan, Sahin, Mehmet, and Turgut, Mehmet
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In this study, the variables having impact on the student motivation have been analyzed based on the articles, conference papers, master's theses and doctoral dissertations published in the years 2000-2017. A total of 165 research papers were selected for the research material and the data were collected through qualitative research techniques through document review and content analysis. According to the research results, the most important factors affecting student motivation are the fields of teacher, teachers' classroom management skills and their teaching methods. In this research, factors having less influence on the student motivation are parental communication, student characteristics and study fields. In addition, relational search type was used more than others, mostly students were selected as the study group and most researches were conducted in USA and Turkey.
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- 2017
12. Understanding the Other through International Professional Teaching Experiences
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Buchanan, John
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Universities encourage students to undertake international professional experiences so they can add international and intercultural dimensions to their development. This paper adopts a theoretical backdrop of neocolonialism to investigate the experiences of four Australian pre-service teachers who jointly undertook an IPE in Bandung, Indonesia. Analysis of their journal entries illustrates how they struggled to make sense of their new cultural and organizational surroundings, and the new insights they gleaned. They were unprepared or under-prepared for the complexities of culture that they encountered. The paper also discusses the potential for IPE delegates to normalize typically "Western/Northern" ways of learning and teaching, and puts forth some recommendations for future IPEs. It aims to prompt discussion on the current and potential value, and possible pitfalls, of such programs.
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- 2017
13. Examination of the Researches on the Use of Technology by Fine Arts Teachers
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Rakhat, Berikbol, Kuralay, Bekbolatova, Akmaral, Smanova, Zhanar, Nebessayeva, and Miyat, Dzhanaev
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The aim of this study was to determine the examination of the researches about the use of technology by fine arts teachers. The study was conducted according to the content and citation analysis model. In this context, Web of Science (WOS) Core Collection indexes were included. In the document scanning in the WOS environment, the keywords 'Fine arts', 'Teachers' and 'Technology' were searched. In total, 169 documents were examined and analysed one by one. They were analysed according to year, document type, WOS content category, country, source title, organisation and citation, authors, publication language and categories. As a result of this research, the first study was conducted in 2004, while the most studies were conducted in 2016. It was concluded that the published studies had the most Proceedings papers as the document type. The area where the studies of fine arts teachers on the use of technology are mostly carried out is Education Educational Research, according to the Web of Science content category. The most researched title in the distribution according to the Source Title field is 'International Multidisciplinary Scientific Conferences on Social Sciences and Arts.' The university with the most studies is Kazan Federal University. The 19 authors who conducted the studies have a large number of studies in this field. It was concluded that other authors had only one study in the field. Again, when we look at the distribution of the countries and documents according to the language of writing, the country with the most studies is China and the language of the documents is English. The area continues to evolve.
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- 2021
14. Incubators for Student Leader Identity Emergence
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Arendale, D. R.
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Too often student services have become a provider of discrete assistance in which one-way information transactions take place between the staff/student paraprofessionals providers and the students receiving the services. Students attend academic advising appointments, listen during tutorial or small groups study meetings, and read computer screens of information during career exploration sessions. Transactions seldom lead to transformations of engagement, identity, and deep learning for the students who provide or receive the service. Student leaders involved in student services, Students as Partners partnerships, student organizations, and athletics experience unanticipated personal and professional growth. Case studies from Australia, Belgium, Indonesia, New Zealand, the United Kingdom, and the United States display global connections among common themes of co-curricular learning events from such rich environments. This chapter provides a conceptual model for an ecosystem of leader identity emergence that can be effective in a variety of student activity venues and recommendations to be more intentional in fostering growth. [This paper was published in: H. Juijser, M. Kek, and F. F. Padro (Eds.) (2021). "University Development and Administration. Student Support Services." Springer Nature.]
- Published
- 2021
15. Is Employer Engagement Effective in External Quality Assurance of Higher Education? A Paradigm Shift or QA Disruption from Quality Assurance Perspectives in Asia
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Hou, Angela Yung Chi, Hill, Christopher, Justiniano, Dewin, Lin, Arianna Fang Yu, and Tasi, Sandy
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Due to global attention on student employability, employers are expected to be involved in institutional governance in higher education and quality assurance (QA). Due to the difficulties in recruiting motivated employers to participate in external QA governance and process, this has become a challenging issue in many Asian nations. The paper aims to explore employer legitimacy in Asian national higher education regulations and EQA system according to a four-dimensional diagram of institutional governance model. There are two major findings. First, Asian governments developed QA policies with a focus on employer engagement but the emerging practice is still ineffective. Second, approaches of employer engagement in QA governance vary context to context, such as HK and Malaysia in the excellence mode; Taiwan, Indonesia, Australia, New Zealand belong to advanced type; and China, Thailand, and Vietnam fall in the intermediate category.
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- 2022
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16. The Role of English Debating Tournament in the Face of the ASEAN Economy Community (AEC)
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Husnawadi and Syamsudarni
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Since its establishment in the late 2015, the ASEAN Economic Community (AEC) with English as the official language has forced its participating countries to improve the quality of English language teaching, in the hope to prepare their people to be globally competitive, as the lack of English proficiency remains the main challenge across the country members. A myriad of empirical evidence shows that English forensic or debating tournament can bring about globally competitive individuals in terms of being highly competent in English together with having higher order thinking skills. In response to the above challenge, this paper sheds some light on how English debating tournament or teaching strategy can generate such competitive generations in Indonesia. Specifically, this paper presents (1) typology of English debating tournaments, (2) how English debating improves the language competence and critical thinking skills by drawing on some of respective research, (3) An example of its practice in an Indonesian EFL classroom and its principles, (4) and its implications on the teaching of English in Indonesia. Contains a bibliography.
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- 2016
17. Identity Formation: An Auto-Ethnography of Indonesian Student Becomes a Legitimate Speaker and Teacher of English
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Sarie, Rina Febrina, Pratolo, Bambang Widi, and Purwanti, Eko
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Several studies have investigated how the TESOL program influenced the construction of Non-Native English Speaker Teachers' identities, yet few literature concerns about the negotiation of NNESTs' identity as legitimate speakers and teachers of English. This paper was an auto-ethnographic investigation of my personal experience as one of international students in the TESOL program at an Australian university. Drawing on Norton's theory of language and identity, this study examined a complex process of my identity formation as a legitimate speaker and teacher of English after studying one of a critical pedagogical unit 'Language, Culture, and Curriculum'. The findings revealed that the TESOL program enabled me to discover and explore another part of myself as a legitimate speaker and teacher of English through linguistic constructs and rich knowledge given in that unit. It also supported that a critical pedagogical unit could empower international students to form their identities as confident and professional English teachers back to their countries.
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- 2020
18. Challenges of Learning English in Australia towards Students Coming from Selected Southeast Asian Countries: Vietnam, Thailand and Indonesia
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Nguyen, Cao Thanh
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The paper will explore the challenges students from selected South East Asian countries (Vietnam, Thailand and Indonesia) face while studying English in Australia before entering into Australian University courses. These students must contend not only with different styles of teaching and learning, but also with the challenge of adapting to a new culture. The study was conducted at one of the largest language institutions in Melbourne (affiliated with a major University), and the results collected draw on the English learning experiences of nine students (three Vietnamese, three Thai and three Indonesian) and two language teachers. Semi-structured interviews were adopted as the primary data collection method, and this allowed the major problems that these students experience while studying English for University entry to be identified. The findings of this paper include reasons why Vietnamese, Thai and Indonesian students find it difficult to study in Australia, and possible solutions for overcoming these difficulties and improving the English proficiency of students from these countries.
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- 2011
19. Cultural Intelligence Increase Student's Innovative Behavior in Higher Education: The Mediating Role of Interpersonal Trust
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Kistyanto, Anang, Rahman, Muhammad Fajar Wahyudi, Adhar Wisandiko, Firman, and Setyawati, Emeralda Eka Putri
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Purpose: This paper aims to explore Indonesian students' perceptions of student exchanges or studies abroad regarding cultural intelligence's influence on innovative behavior through interpersonal trust. Design/methodology/approach: This study has used a quantitative research approach. Data analysis uses an approach structural equation modeling-partial least squares (SEM-PLS) supported by program computer software Smart-PLS 3.0. An online questionnaire was distributed to 224 respondents, but only 214 were qualified. In this study, the respondent is Indonesian students who have been completed or are currently conducting student exchanges or studying abroad in the Asia and Australia region. Findings: This pilot study reveals that high cultural intelligence students positively affect their individuals' innovative behavior. Moreover, interpersonal trust levels would mediate the influence of cultural intelligence on individual innovative behavior students. These results indicate that most Indonesian citizen students who took part in student exchanges or studying abroad had high cultural intelligence. Originality/value: This study focused on influence cultural intelligence on individuals' innovative behavior, which is referred to as cross-cultural interaction. Also, this study focused on Indonesian citizen students who took part in student exchanges or studying abroad. This kind of research has not been thoroughly or even not been discussed in academic research. Therefore, it was necessary to put this issue into a science education and management science.
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- 2022
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20. Proceedings of the Conference of the International Group for the Psychology of Mathematics Education (29th, Melbourne, Australia, July 10-15, 2005). Volume 1
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International Group for the Psychology of Mathematics Education., Chick, Helen L., and Vincent, Jill L.
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The first volume of the 29th annual conference of the International Group for the Psychology of Mathematics Education contains plenary lecture and research forum papers as listed below. Short oral communications papers, poster presentations, brief summaries of discussion groups, and working sessions are also included in the volume. The plenary lectures include: (1) Modelling Students' Learning in Argumentation and Mathematics Proof (Fou-Lai Lin); (2) Travelling the Road to Expertise (Stacey); (3) Telling Identities (Sfar and Prusak); and (4) Co-Constructing Artefacts and Knowledge in Net-Based Teams (Reimann). The plenary panel section includes: (1) What Do Studies Like PISA Mean to the Mathematics Education Community? (Jones); (2) From a Profile to the Scrutiny of Student Performance (Yoshinori); (3) The PISA-Study (Neubrand); (4) Some Results from the PISA 2003 International Assessment of Mathematics Learning (Kieran); and (5) The Foundation and Spectacle of [the Leaning Tower of] PISA (Williams). The first research forum (RF01) includes: (1) Not Everything Is Proportional (De Brock, Van Dooren, and Verschaffel); (2) Designing Instruction on Proportional Reasoning with Average Speed (Gravemeijer, van Galen, and Keijzer); (3) Folding Perimeters (Friedlander and Arcavi); and (4) The Dolls' House Classroom (Ainley and Pratt). The second research forum (RF02) includes: (1) Shaping a Multi-Dimensional Analysis of Signs (Arzarello, Ferrara, Robutti, Paola, and Sabena); (2) Working with Artefacts (Bussi and Maschietto); (3) The Role of Gestures in Mathematical Discourse (Edwards); (4) Connecting Talk, Gesture, and Eye Motion for the Microanalysis of Mathematics Learning (Ferrara and Nemirovsky); (5) Why Do Gestures Matter? Gestures as Semiotic Means of Objectification (Radford); (6) Gestures, Signs and Mathematisation (Williams); and (7) Building Intellectual Infrastructure to Expose and Understand Ever-Increasing Complexity (Kaput). The third research forum (RF03) includes: (1) Using Growth Points to Describe Pathways for Young Children's Number Learning (Gervasoni); (2) Number Attainment in Sri Lankan Primary Schools (Hart); and (3) Mathematics Recovery (Pearn). The fourth research forum (RF04) includes: (1) The Place of Theory in Mathematics Education Research (Lester, Jr.); (2) Theories of Mathematics Education (Lerman); (3) The Articulation of Symbol and Mediation in Mathematics Education (Armella); (4) Using Theory to Advance Our Understandings of Student Cognitive Development (Pegg and Tall); (5) Trends in the Evolution of Models and Modeling Perspectives on Mathematical Learning and Problem Solving (Lesh and English); and (6) Issues and Tendencies in German Mathematics-Didactics (Torner and Sriraman). (Individual papers contain references.)
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- 2005
21. Proceedings of the Annual Conference of the Western Australian Science Education Association (23rd, Perth, Western Australia, November 13, 1998).
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Western Australia Science Education Association. and Rennie, Leonie
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These proceedings contain reviewed and edited papers from the 23rd annual meeting of the Western Australian Science Education Association (WASEA). Papers include: (1) Using Quantitative and Qualitative Approaches to Validate a Questionnaire to Describe Science Teacher Behavior in Taiwan and Australia (Darrell Fisher, David Henderson, and Hsiao-Ching She); (2) Symposium: Approaches for Teaching Large Science Classes in Developing Countries--(i) How Introductory Chemistry is Taught at College Level in the Philippines (Marilou Gallos), (ii) Science Teaching Approach in Indonesia (Bambang Irianto), (iii) Saturday Science Classes in South Africa (L. Thapelo Mamiala); (3) New Challenges for Teaching Primary Science Curriculum Units to Undergraduate Students (Barbara Groombridge); (4) Making Judgments about Students' Science Work--Teacher's Concepts and How They Help and Hinder (Ruth Hickey); (5) Postgraduate Courses on the WWW: Teaching the Teachers and Educating the Lecturers (Stephen Kessell); (6) A Constructivist Multimedia Learning Environment: Learning Opportunities for Teachers (Dorit Maor); (7) Hierarchical Integration Cognitive and Affective Objectives in the Instructional Sequence of an Interactive Exhibit (Terence P. McClafferty); (8) An Investigation of Teacher-Student Interactions in Science Classrooms: Using Qualitative and Quantitative Methods (Tony Rickards and Darrell Fisher); (9) How Do We Encourage Higher Level Thinking in Students? (Renato Schibeci, Ruth Hickey, and Wendy Speering); (10) Learning Science through Design and Technology: A Case Study of an Interdisciplinary Approach (Grady Venville, John Wallace, Leonie Rennie, and John Malone); and (11) Learning with Freebody (Registered Trademark): Importance of Student Collaboration (Shelly Yeo, Robert Loss, Marjan Zadnik, and David Treagust). (WRM)
- Published
- 1998
22. Experience in Another Place: Teacher Learning from an Overseas Placement
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Talbot, Debra and Thomas, Matthew A. M.
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Overseas placements are promoted in many tertiary institutions as a valuable component of undergraduate programs. Institutional ethnography, as a mode of inquiry that begins in the actual doings of people, was employed in this study to understand preservice teachers' perceptions of their learning from an innovative model of overseas placement. In this paper, we explore an 'epistemology of experience' facilitated by the features of this model; the 'live-in' nature and intensive mentoring provided by university academics. We argue that overseas placements, overly restricted by regulatory authorities, can make a valuable contribution to initial teacher education at the theory-praxis nexus.
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- 2021
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23. Comparing Indonesian and Australian Undergraduates' Citation Practices in Thesis Background
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Ria Jubhari
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Citations are the notations in the text that identify the source of writer's claims, other researches and theories mentioned in the paper. Although most studies on citations have so far been focused on the linguistic forms of citation and how they are realised in different disciplines, I argue that these forms are not necessarily used in the same way by undergraduates who write theses before they graduate. This study examines how Indonesian and Australian students cite in their undergraduate theses in, respectively, Bahasa Indonesia and English. Data were collected from ten undergraduate theses in Bahasa Indonesia, and ten in English. The background study sections of theses were analysed. After all sentences in the background of each thesis are listed and the citations are identified, the relation between these citations and the student writers' arguments are analysed. Indonesian students used citations to support their opinions; however, their ways of using references fell into three categories. In contrast, Australian students used references to support and or to criticize an argument in various ways. Evidently, Indonesian students need to be exposed to various ways of citing other sources into texts so as to show their critical arguments.
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- 2015
24. The Myth of a Homogeneous Indonesia: Differing Indonesian Ethnic Perceptions of Australian International Education
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Trebilcock, Philip and Nanere, Marthin
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This paper examines the international education market and Australia's significant and growing involvement. Whilst much research has been carried out, it is less common for this research to be undertaken from the perspective of those who have yet to make the decision to study abroad. This study examines Indonesia, which was once a prominent source country for Australian international students. Student intention to study in Australia is examined through the Theory of Planned Behavior. Both qualitative and quantitative studies identify several factors influencing students' study intentions. Significantly, this study explores the concept that cultural ethnicities may be a better indicator of student intention, than the commonly held demarcation of political boundaries. Using Indonesia as an example, it is shown that country alone may not always be the best indicator of a homogeneous unit that demonstrates similar homogenous cultural traits. This has implications for all marketers of international education.
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- 2020
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25. Lost Leaders: Women in the Global Academy
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Morley, Louise
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Drawing on data gathered from British Council seminars in Hong Kong, Tokyo and Dubai on "Absent Talent: Women in Research and Academic Leadership" (2012-2013), this paper discusses academic women's experiences and explanations for women's under-representation as knowledge leaders and producers in the global academy. Participants from South and East Asia, the Middle East, North Africa, Australasia and Europe shared experiences and identified desires for future action in the form of a "Manifesto for Change." The paper combines empirical data on enablers, impediments and attractions with consideration of debates on women's exclusions and disqualifications from academic leadership and knowledge production. A key question is whether women are desiring, dismissing or being disqualified from senior leadership positions in the global academy.
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- 2014
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26. Work-Readiness Integrated Competence Model: Conceptualisation and Scale Development
- Author
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Prikshat, Verma, Kumar, Sanjeev, and Nankervis, Alan
- Abstract
Purpose: The purpose of this paper is to conceptualise graduate work-readiness (GWR) and to develop a scale to measure it. Design/methodology/approach: The methodology entailed the compilation of a literature review and the conduct of qualitative interviews and a focus group to generate items. This study used the "resource-based view" approach to conceptualise a multi-dimensional--"work-readiness integrated competence model (WRICM)"--consisting of four main factors (namely, intellectual, personality, meta-skill and job-specific resources), with a further ten sub-dimensions. Further, a series of tests were performed to assess its reliability and validity. Findings: A final 53-item WRICM scale covering four dimensions and ten sub-dimensions of GWR was developed based on the perceptions of 362 HR professionals and managers from seven Asia-Pacific countries. The ten sub-dimensions covering 53 work-readiness skills reflect the perceptions of stakeholders regarding the work-readiness of graduates. The scale was found to be psychometrically sound for measuring GWR. Research limitations/implications: Though the WRICM model is based on the inputs of different stakeholders of GWR (employers, educators, policy makers and graduates), the development of the WRICM scale is based on the perspectives of industry/employers only. Practical implications: The WRICM model has implications for education, industry, professional associations, policy makers and for graduates. These stakeholders can adapt this scale in assessing the work-readiness of graduates in different streams of education. Originality/value: The authors believe that the WRICM model is the first multi-dimensional construct that is based on a sound theory and from the inputs from graduate work-readiness stakeholders from seven Asia-Pacific countries.
- Published
- 2019
- Full Text
- View/download PDF
27. Advancing Sexuality Studies: A Short Course on Sexuality Theory and Research Methodologies
- Author
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Fletcher, Gillian, Dowsett, Gary W., Duncan, Duane, Slavin, Sean, and Corboz, Julienne
- Abstract
Critical Sexuality Studies is an emerging field of academic enquiry linked to an international network of advocacy agencies, activists, and political issues. This paper reports on the development of an advanced short course in sexuality theory and research, drawing on Critical Sexuality Studies and aiming directly at academics in developing countries working in sexuality issues. Over a three-year period, a new curriculum was developed by an international team. The course was piloted in two continents, refined, revised, and released globally under a Creative Commons licence in 2010 on a dedicated website. This paper documents the project and its progress to date. (Contains 5 figures and 8 notes.)
- Published
- 2013
- Full Text
- View/download PDF
28. Do Pre-Service Teachers Feel Ready to Teach in Inclusive Classrooms? A Four Country Study of Teaching Self-Efficacy
- Author
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Loreman, Tim, Sharma, Umesh, and Forlin, Chris
- Abstract
This paper reports the results of an international study examining pre-service teacher reports of teaching self-efficacy for inclusive education; principally focusing on the explanatory relationship between a scale designed to measure teaching self-efficacy in this area and key demographic variables within Canada, Australia, Hong Kong, and Indonesia. The study builds on earlier work by this research team on attitudes towards inclusion and offers a more comprehensive picture of pre-service teachers' preparedness to teach in inclusive classrooms. Data were collected from 380 pre-service teachers in four countries. Results indicated that strong international differences existed. Other factors impacting responses regarding teaching self-efficacy for inclusion include the type of teacher preparation program offered by the institution; variations in the level of knowledge about inclusion law and policy; previous interactions with people with disabilities; confidence levels in teaching people with disabilities; and, prior teaching experience and training in working with students with disabilities. Implications for ongoing development of international teacher preparation programs are discussed within the context of improving self-efficacy. (Contains 6 tables.)
- Published
- 2013
29. Interrogating Global Flows in Higher Education
- Author
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Marginson, Simon and Sawir, Erlenawati
- Abstract
The paper critically reviews the concept of "global flows", beginning with the discussions of flows and networks in Appadurai (1996), Castells (2000) and Held "et al." (1999). Emphasising the need to embed "global flows" in agency and history, and to explore global connectedness in terms of situated cases, the paper develops an analytical framework for analysing global flows in higher education. It then applies that framework in an examination of global "scapes", impacts, transformations, situatedness and relations of power in two national universities, research leaders in their nations but located in contrasting nations: Universitas Indonesia and the Australian National University. (Contains 3 tables and 6 notes.)
- Published
- 2005
- Full Text
- View/download PDF
30. Your Place or Mine? Global Imbalances in Internationalisation and Mobilisation in Educational Professional Experience
- Author
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Buchanan, John and Widodo, Ari
- Abstract
International mobility programmes and opportunities have enthusiastically been embraced by universities as part of a growing demand for graduates with global, international and intercultural capital on the part of graduates. In this project, we take two universities, one Australian and one Indonesian, as illustrative case studies of some of the commonalities, differences and, in particular, imbalances, with regard to the conduct of international professional experience in the global north and south. Specifically, a recent visit by Indonesian pre-service teachers was used to inform an upcoming visit by Australian pre-service teachers to Indonesia. We used this opportunity to compare the accessibility of travel for Australian and Indonesian pre-service teachers, as illustrations of in/equality of access for northern and southern learners. We hope that this paper will prompt discussion about global imbalances of opportunity with regard to international experiences. We also hope that our mutual interview process adopted for this study might be a useful research tool.
- Published
- 2016
- Full Text
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31. Broadening the Scope for Educational Research. Report of a Regional Seminar (Tokyo, Japan, July 11-20, 1984).
- Author
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National Inst. for Educational Research, Tokyo (Japan). and United Nations Educational, Scientific and Cultural Organization, Bangkok (Thailand). Asian Centre for Educational Innovation for Development.
- Abstract
The results of a seminar in which representatives from Australia, New Zealand, and eight Asian countries discussed interdisciplinary research in education are presented. Types of interdisciplinary research were identified, and the conditions necessary for its development were examined. The recent impetus toward interdisciplinary research has emanated from concerns about economic and national development, social justice, the implications for national unity of linguistic and ethnic diversity, and a representation in schools of continuing cultural and social traditions. In some countries there are limitations of knowledge on the part of educational researchers. For example, researchers need to know more about computer and communications technologies. Cooperation and communication among the disciplines and support from the community must be encouraged. Guidelines for the advancement of interdisciplinary educational research are discussed. The annexes, which make up over two-thirds of the report, contain a list of participants and the papers from the individual countries. (RM)
- Published
- 1984
32. Reviewing Plagiarism: An Input for Indonesian Higher Education
- Author
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Adiningrum, Tatum S.
- Abstract
In the midst of international opportunities available to academics and students, plagiarism keeps plaguing the Indonesian higher education sector. This paper reports the findings from an Australian Alumni Reference Group activity which took place in Jakarta, Indonesia, in May 2013. An exploratory survey on plagiarism was conducted with Australian Award Alumni to capture their perceptions and opinions on the incidence of plagiarism and plagiarism prevention in higher education institutions in Indonesia. The survey was then followed up with a series of focus group discussions with representatives of higher education institutions to discuss the issues further. The findings revealed that a pattern of plagiarism conduct can be identified for both students and faculty members. One issue found is that there is a perceived discrepancy of standards between the overseas and local graduate faculty members on what plagiarism is. The overseas graduates are perceived as 'stricter', and this creates reluctance from the overseas faculty members to speak up on the issue for fear of being judged harshly. Concerns over standards and consistency, especially in law enforcement, were discussed in efforts to prevent plagiarism in higher education institutions in Indonesia.
- Published
- 2015
- Full Text
- View/download PDF
33. Towards Effective International Work-Integrated Learning Practica in Development Studies: Reflections on the Australian Consortium for 'In-Country' Indonesian Studies' Development Studies Professional Practicum
- Author
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Rosser, Andrew
- Abstract
In recent years, overseas work-integrated learning practica have become an increasingly important part of development studies curricula in "Northern" universities. This paper examines the factors that shape pedagogical effectiveness in the provision of such programmes, focusing on the case of the Australian Consortium for "In-Country" Indonesian Studies' Development Studies Professional Practicum. Particular attention is given to the five principles of effective practice identified by Benjamin Lough in relation to international social work placements. (Contains 10 notes.)
- Published
- 2012
- Full Text
- View/download PDF
34. A Cross-National Investigation of University Students' Complaining Behaviour and Attitudes to Complaining
- Author
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Ferguson, Graham and Phau, Ian
- Abstract
Purpose: The purpose of this paper is to investigate how students from Australia, Indonesia and Malaysia differ in their propensity to complain and attitudes to complaining. Design/methodology/approach: A self-administered questionnaire was designed using established scales to assess respondent reactions to a service failure by a university. The survey was completed by a sample of university students on an Australian university campus. ANOVA was used to compare differences between groups and regression was used to explore the relationship between attitudes and their complaining behaviours. Findings: Australian students have a less positive attitude to complaining than Malaysian and Indonesian consumers. Contrary to expectations, "switching" behaviours were not revealed as a separate dimension of complaining behaviours, however switching was identified with online complaining as part of a new complaining dimension related to taking action outside of the organisation. Malaysian and Indonesian students are more likely to complain in this way. Surprisingly, Indonesian students are less likely to remain loyal to the service provider and Australian students were less likely to "voice" internally to the service provider. Having a positive attitude to complaining was positively related to taking action outside the organisation and to voicing within the organisation, while negative attitudes to complaining were positively related to remaining loyal to the service provider for Australian and Malaysian students. Research limitations/implications: The findings are limited to consumers of complex services such as University degrees. They are also limited to Indonesian, Malaysian and Australian consumers. Other service contexts, cultures and product failure situations should be investigated in the future. Originality/value: This research bridges an inherent gap in the literature by exploring the complaining behavior of students in an Asia-Pacific context. Service organisations can use the findings to better interpret and respond to complaining behavior by students from different nationalities. In particular, it helps faculty and university administrators to manage dissatisfied students from diverse national backgrounds and assists marketers to develop marketing initiatives and communication policies for the student recruitment process. (Contains 6 tables.)
- Published
- 2012
- Full Text
- View/download PDF
35. Being an Educator in a Foreign Environment: One Road to becoming Internationalized
- Author
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Albaum, Gerald
- Abstract
What does "internationalizing" university educators mean? This question is being answered differently by business schools everywhere. Although business schools are seeking to internationalize themselves, many are doing so without fully understanding what this might entail. One dimension that often is misdirected is the individual educator and the value of living and working in a foreign environment. This paper discusses this issue for those who undertake a temporary or visiting foreign assignment. (Contains 1 figure.)
- Published
- 2011
- Full Text
- View/download PDF
36. Broadening Our Sights: Internationalizing Teacher Education for a Global Arena
- Author
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Olmedo, Irma and Harbon, Lesley
- Abstract
This article represents the collaborative efforts of two college faculty, one in the USA and one in Australia, exploring notions of internationalization of colleges of education and research on multilingualism and teacher education. First, the paper presents experiences of interactions with international researchers in Mexico, Brazil, Germany, Austria, Italy, Finland and Australia. Second, it presents research of three overseas immersion language teaching and learning experiences pursued with teacher candidates from Australia in Indonesia, Korea and China. The article focuses on two questions: in what ways can teacher educators enhance their expertise to prepare teachers for multicultural teaching in a global context? How can teacher educators and institutions create contexts and experiences where teachers and prospective teachers develop their knowledge, skills and dispositions to teach from an international and multicultural perspective? In essence, how can faculty prepare teachers to internationalize curricula and effectively teach students, not only from different ethnic groups and cultures but also different nations and languages?
- Published
- 2010
- Full Text
- View/download PDF
37. Making Sense of Bali: Unintended Outcomes of Study Abroad Programs
- Author
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Hill, Bob and Thomas, Noel
- Abstract
Study abroad programmes for teacher education students are increasingly being evaluated to determine their effectiveness in achieving intended outcomes. There is a danger, however, that such evaluations will ignore valuable but unintended and serendipitous outcomes of such programmes. This paper investigates an example of such an outcome, the development of a critical perspective towards media constructions of "otherness". In 2002 a group of Australian teacher education students undertook an intensive in-country Indonesian language programme. The course included mornings of formal immersion language classes and afternoons of cultural experiences with local students. Throughout and following the programme the students were interviewed and wrote about their changing perceptions of Indonesia and the implications of the experience for their professional development. Soon after their return Indonesian-Australian relations were challenged by the terrorist attack in the tourist heart of Bali. Two hundred and two people, including many Australian tourists, were killed in the bomb blast. In some cases the students were personally acquainted with Australian victims. As part of their reflection upon their in-country experience the students were asked to comment upon whether, and in what ways, the Bali bombings might have affected their perceptions of Indonesia. The students were highly critical of the ethnocentric and stereotyped way in which the Australian media depicted Indonesians in their reporting of the bombing. These students were concerned with the effect that such media constructions might have upon Australian attitudes towards Indonesia and were prepared to challenge such media constructions in the classroom.
- Published
- 2005
- Full Text
- View/download PDF
38. The Role of Government in Asian Higher Education Systems: Issues and Prospects. Reports from the International Seminar on Higher Education in Asia (4th, Hiroshima City, Japan, November 25-28, 1987).
- Author
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Hiroshima Univ. (Japan). Research Inst. for Higher Education.
- Abstract
The following papers were presented at this international conference: (1) "Key-Note Report by the Research Institute for Higher Education" (Kazuyuki Kitamura); (2) "Major Dimensions in the Relations between the State and Higher Education" (Neil J. Smelser); (3) "The Role of Government in Japanese Higher Education" (Motohisa Kaneko); (4) "The Role of Government in the Philippine Higher Education System" (Nilo L. Rosas); (5) "The Role of Government in Higher Education--Country Report: Korea" (Bom Mo Chung); (6) "Higher Education: A Proposal for Positive Interventions by the Thai Government" (Apichai Puntasen); (7) "The Role of Government in Indonesian Higher Education--A Search for Equity and Good Quality in Higher Education" (Sukadji Ranuwihardjo); (8) "The Role of the Government in Higher Education in Malaysia" (Isahak Haron); (9) "The Role of Government in Higher Education in Australia" (David Beswick); and (10) "The Structure and Governance of Chinese Higher Education" (Wang Yongquan). The seminar program, a list of participants, and a discussion of the seminar's background and objectives are provided. References are given at the conclusion of each paper. (KM)
- Published
- 1988
39. Comparative Perspectives on Futures in Education. Proceedings of the Annual Conference of the Australian Comparative and International Education Society (10th, Sydney, New South Wales, Australia, November 24-26, 1982).
- Author
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Macquarie Univ., North Ryde (Australia). School of Education. and Liesch, James R.
- Abstract
The titles and authors of the 12 conference papers presented in this document are: (1) "China's Immediate Future: Renewed Cultural Borrowing" (R.F. Price); (2) "The Feminization of the Teaching Profession in Singapore" (Christine Inglis); (3) "Towards Equity and Efficiency in the Education System of Mauritius" (Helen Topor); (4) "PNG Education System: Equity Trends and Comparisons" (Michael Sheret); (5) "What is a Community School? Decentralising Curriculum Planning in Papua New Guinea" (Audrey Aarons); (6) "Moving Away from the Package of Subjects Curriculum in the Secondary School: Some Insights into Possible Problems from an Attempted Innovation in Papua New Guinea" (Denis J. Donohoe); (7) "But Based on What? Village Primary Education and Urban Educationists in India" (R.S. Newman); (8) "Primary Schools in the Lands of Padi and Palm or the Western Primary School in R/Evolution: Fiji and Java" (R. Pearse); (9) "The Work Ethic in Australia--Comparative Perspectives" (Kelvin Grose); (10) "The Shock of the Old--The Militant Church and Education" (Roger Hunter); (11) "Prospective Patterns of Staff Changes in Higher Education: The United Kingdom, the United States and Australia" (J.R. Liesch); and (12) "Australia's Educational Aid c.1975-1982" (Lynn Lee). (KH)
- Published
- 1982
40. Interrogating global flows in higher education.
- Author
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Marginson, Simon and Sawir, Erlenawati
- Subjects
GLOBALIZATION ,HIGHER education ,POWER (Social sciences) ,UNIVERSITIES & colleges - Abstract
The paper critically reviews the concept of ‘global flows’, beginning with the discussions of flows and networks in Appadurai (1996), Castells (2000) and Held et al . (1999). Emphasising the need to embed ‘global flows’ in agency and history, and to explore global connectedness in terms of situated cases, the paper develops an analytical framework for analysing global flows in higher education. It then applies that framework in an examination of global ‘scapes’, impacts, transformations, situatedness and relations of power in two national universities, research leaders in their nations but located in contrasting nations: Universitas Indnesia and the Australian National University. [ABSTRACT FROM AUTHOR]
- Published
- 2005
- Full Text
- View/download PDF
41. The application of ALAR to facilitate the adult learning experiences of Indonesian international students in an Australian university.
- Author
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Elsey and Omarova
- Published
- 2017
42. Towards Effective International Work-Integrated Learning Practica in Development Studies: Reflections on the Australian Consortium for ‘In-Country’ Indonesian Studies' Development Studies Professional Practicum.
- Author
-
Rosser, Andrew
- Subjects
EXPERIENTIAL learning ,INTERNSHIP programs ,COOPERATIVE education ,HIGHER education ,EDUCATIONAL objectives ,FOREIGN study ,DEVELOPING countries ,EDUCATION ,SOCIAL history - Abstract
In recent years, overseas work-integrated learning practica have become an increasingly important part of development studies curricula in ‘Northern’ universities. This paper examines the factors that shape pedagogical effectiveness in the provision of such programmes, focusing on the case of the Australian Consortium for ‘In-Country’ Indonesian Studies' Development Studies Professional Practicum. Particular attention is given to the five principles of effective practice identified by Benjamin Lough in relation to international social work placements. [ABSTRACT FROM PUBLISHER]
- Published
- 2012
- Full Text
- View/download PDF
43. Putting transformative learning theory into practice.
- Author
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Christie, Carey, Robertson, and Grainger
- Published
- 2015
44. Understanding the challenges of rapid digital transformation: the case of COVID-19 pandemic in higher education.
- Author
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Nurhas, Irawan, Aditya, Bayu R., Jacob, Deden W., and Pawlowski, Jan M.
- Subjects
ONLINE education ,RESEARCH methodology ,COLLEGE teacher attitudes ,INTERVIEWING ,ORGANIZATIONAL change ,UNIVERSITIES & colleges ,FACTOR analysis ,DECISION making ,ORGANIZATIONAL effectiveness ,RESEARCH funding ,STUDENT attitudes ,BIOMECHANICS ,DATA analysis software ,MANAGEMENT ,COVID-19 pandemic ,INFORMATION technology - Abstract
Rapid digital transformation is taking place due to the COVID-19 pandemic, forcing organisations and higher educational institutions to change their working and learning culture. This study explores the challenges of rapid digital transformation arising during the pandemic in the higher education context. This research used the Q-methodology to understand the nine challenges that higher education encountered, perceived differently as four main patterns: (1) Digital-nomad enterprise; (2) Corporate-collectivism; (3) Well-being-oriented; and (4) Pluralistic. This study broadens the current understanding of digital transformation, especially in higher education. The nine challenges and four patterns of transformation actors serve as a starting point for organisations in supporting technological choice and strategic interventions, based on individual, group, and organisational behavioural levels. Moreover, five propositions, based on the competing concerns of these challenges, establish a framework for comprehending the ecosystem that enables rapid digital transformation. Strategies, prerequisites, and key factors during the (digital) technology development process benefit the cyber-society ecosystem. As a practical contribution, Q-methodology was used to investigate perspectives on digitalisation challenges during the pandemic. [ABSTRACT FROM AUTHOR]
- Published
- 2022
- Full Text
- View/download PDF
45. Proyek Sepaham : An Experiment in Cross-cultural and Collaborative Journalism Education.
- Author
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Dodd, Pasandaran, Green, Octavianto, and Mardjianto
- Published
- 2017
46. Religious education in East Timor : finding a way.
- Author
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Beck
- Published
- 2005
47. Teaching informal Indonesian : some factors for consideration.
- Author
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Sneddon
- Published
- 2001
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