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Even though distance education from the home environment has seemed comfortable and economic for students with disability in formal higher education during the pandemic, insufficiency in their academic self-efficacy, satisfaction and an increasing tendency to drop out were observed. This quantitative research is based on development of the scales and hierarchical regression analyses to determine the resources of academic self-efficacy, satisfaction and the tendency to drop out of students with disability in higher education beyond physical accessibility. The hierarchical effect of sub-dimensions of academic self-efficacy on satisfaction and the tendency to drop out and hierarchical predictor roles of socio-demographic characteristics (gender, rate of personal disability, type of disability, and four fields of study) were analysed. Some of the important findings are; self-efficacy in training, emotional well-being, technique and communication are determined as the sub-dimensions of academic self-efficacy. Self-efficacy in emotional well-being is the most effective sub-dimension of academic self-efficacy on satisfaction. Hierarchically, fields of study (social science and health sciences), rate of disability and types of disability (chronic illness and hearing disability) are effective on academic self-efficacy. The results support the decision makers to increase the quality of more inclusive higher education by considering differences based on education fields, types of disability and rate of (personal) disability and gender.

Asylum seekers are generally excluded from welfare provisions, social support, and higher education (HE) in their host countries. The depth and impact of these exclusions is barely known, as this population remains invisible and underserved. This article aims to deepen understanding of the challenges asylum seekers face in accessing HE in Western countries and present potential solutions. Existing literature highlights (1) socioeconomic challenges such as poverty, unrecognition of qualifications, low language proficiency, and mental health issues; (2) institutional barriers; and (3) good practices such as policy advocacy, scholarships, alternative admission paths, staff and faculty training, community collaboration, and asylum seeker involvement in policy and decision-making. We pose critical questions on the role of higher education institutions in addressing migration challenges and facilitating integration through access to education. An ongoing student-run initiative at a private U.S. university serves as a case example to offer further directions for research and practice.

For over six decades Israel's system of higher education has been managed by the Ministry of Education and the Council for Higher Education (CHE). During this period, significant transitions have occurred in the academic system throughout the world and in Israel, leaving their mark on research and teaching and on the related regulatory agencies. The purpose of the study is to examine the need for regulation of higher education in a capitalist world, with Israel serving as a case study. The study examines the CHE's management of changes that occurred in the academic world and the overall considerations utilized by the pilots of this regulatory agency, which led to shaping policy from a perspective of time and with an eye to the challenges of the future, in comparison to supervisory agencies around the world. The research method is based on research literature addressing the system of higher education in Israel and elsewhere as well as on interviews with senior academics occupying key positions in the CHE in the past and present. The research findings indicate that the CHE has a bureaucratic image, a short-sighted policy, and that it reacts to events more than leading them, as opposed to its declared goal of promoting high standard, innovative, and accessible research and teaching processes to benefit the economy and society. The conclusion generated by the research findings is that implementation of a hybrid model suitable for the twenty first century, which combines liberalization and regulation, should be explored. This model will let institutions of higher education develop independently while reducing government supervision, and will allow the regulatory body to regulate their activity via incentives and restrictions, while identifying market failures that it will define. Such a regulatory body will include an array of academic experts from the field of higher education with proven experience in the fields of academic research and teaching, in order to separate the managing of Israel's system of higher education from politics and bureaucracy.

A multi-centre clinical trial involves the implementation of the same clinical protocol at several independent investigational centres. Multi-centre clinical trials may be preferable to single-centre trials, but their implementation and management is more complex. EU-funded collaborative projects involve several participating organizations and countries and their consortia are typically multidisciplinary. Their coordination requires a joint effort from several actors, and an appropriate managerial structure and procedures need to be defined and established. The management of the Framework Programme 7 (FP7) PREVIEW project, whose core consisted of a clinical trial with 8 intervention centres/sites is presented as case study. PREVIEW was coordinated by the University of Copenhagen. The project management was implemented by a combination of decentralised project management, at the department level, jointly by the Project Coordinator (PC) and Project Manager (PM), and centralised, by a dedicated EU Liaison Officer from the Project Management Office (PMO). The Quality Manager role was undertaken by the PC, with support from selected consortium members. The Exploitation Manager role was assumed by the leader of the dissemination and exploitation work package. The Data Manager (DM) at the University of Copenhagen established and maintained a datahub for all data from the clinical trial. The General Assembly and Steering Committee were key decision bodies with regard to taking and implementing decisions. The Scientific Advisory Board (SAB) was formed by reputed external experts providing guidance and advice. The project website was the main channel to reach the general public. A password protected private section was used as internal repository for the project. Regular meetings at all levels were key to ensure good communication and collaboration among the project team. Appropriate attention to data management was given from the start. The privacy of personal data was ensured in accordance with national and EU regulations. The PC was also the Sponsor of the multicentre clinical trial, and the PM served as the overall Clinical Trial Administrator. Each centre was led by a Principal Investigator (PI), running the trial together with the local daily responsible. The tasks and responsibilities for the clinical trial of the Coordinating Centre were shared between Copenhagen and Helsinki centres. The trial was overall led by the Clinical Trial Manager (CTM), who was the PI at the Helsinki centre. The local Independent Ethical Committees approved the protocol prior to the start of the intervention. One member of the SAB acted as Ethical Officer. The trial/study had an overall statistician. The Analyst role was shared among different people from the Copenhagen and Helsinki centres. The DM created and maintained database for the intervention and the Clinical Report Forms by using OpenClinica open source software. The staff in the intervention received training in Good Clinical Practices, the protocol and its procedures. The monitoring tasks were jointly undertaken by the Sponsor and the CTM. The documents from the Trial Master File were saved in the Internal Repository. A set of Standard Operation Procedures was defined. Meetings among all PIs, and within the Instructors' Network were key in the success of the intervention. This case study aims at serving as guidance to coordinating researchers, both during the proposal preparation and project implementation phases, as well as to provide visibility and insight into the multi-faceted role of the project managers and administrators of such projects.

Mainland China's domestic academic literature on foreign issues can be regarded as a reference for its policymaking since the early stages of the "Reform and Opening Up". This investigation constructs a multi-theoretical framework for examining and interpreting mainland China's domestic academic narrative surrounding higher education internationalization in foreign countries/regions. Taking an academic journal data-based approach, it presents the findings and further discusses China's domestic disciplinary culture in the field of international higher education studies, as well as the possible impact of such narratives on its practices.

The widespread growth of online education at higher education institutions necessitates institutional support for the development, implementation, and sustenance of online education. Faculty who teach online are at the forefront of implementation and play a critical role in online student success. In this scoping review, 13 online education quality frameworks were analyzed for the types of support needed by higher education faculty who teach online. The results are discussed in the context of implications for ensuring quality online education at higher education institutions.

Fitts' Law is, more often than not, thought of as standard knowledge in the field of Human-Computer Interaction. However, in many occasions, interface components are being built by professionals with little or no knowledge of HCI principles (e.g., software menus are often being built by software developers with no designer input). How much appreciation of Fitts' Law exists among developers, and how does it affect our collaboration with them and the software they build and we use? To help answer this question, a survey among 65 designers and developers was conducted, as well as an analysis of the Computer Science undergraduate curricula from 94 internationally high-ranked universities. The contribution of this paper is twofold: firstly, treating Fitts' Law as an Open Educational Resource and, secondly, the analysis identified gaps that extend beyond HCI Education and fall in the sphere of Epistemology.

Background: Creativity is often viewed as a fundamental educational capability. Science can play a role in nurturing creativity. Research suggests that creative pedagogy, including interdisciplinary teaching , can engage students with science. Previous studies into teachers' attitudes to science and creativity have been largely situated within national educational contexts. Purpose: This study explores educators' perspectives on the relationship between Science and Creativity across national contexts drawn from Europe and beyond. Sample and Methods: A convenience sample of 270 educators, recruited by project partners and via online media, and broadly defined to include teachers, trainee teachers, informal educators and teacher educators, responded to an online survey designed to explore perceptions of the relationship between science and creativity. Exploratory factor analysis of Likert question responses was used to develop a combined attitude scale, with results compared across nationalities and phases of education. Open question responses were analysed thematically to allow nuanced interpretation of the descriptive statistical findings. Results: The findings show broad agreement internationally that science is a creative endeavour, with a small number of educators disagreeing about the relationship between science and creativity in the context of school science. Those who disagreed were usually secondary science teachers, from England, Malta or outside Europe (primarily from the United States). The role of scientific knowledge within creativity in science education was found to be contentious. Conclusions: That educators broadly see science as creative is unsurprising, but initial exploration of educators' perspectives internationally reveals some differences, particularly amongst educators working in formal education, relating to the role of knowledge with respect to creativity in science. With current interest in STEAM education, further investigation to understand potential mediating factors of national educational contexts on teachers' perspectives with respect to the role of disciplinary knowledge(s) in creativity and their interaction in interdisciplinary teaching and learning, is recommended.

This paper discusses the noticeable nervousness of many US-based financial statement issuers in adopting IFRS. For contextual purposes, the paper provides an overview of the FASB/IFRS convergence so far and its probable future. A detailed review of convergence in accounting standards is explained through the respective standards for "Pensions and Other Post-Employment Benefits". The paper concludes by suggesting that, while one set of global steps is a noble goal, it might not achieve the desired goal of comparability.

The present article attempts to show how important and easy it is to use authentic material in the classroom. However, the teacher who copies news reports from the Internet may infringe the copyright law. The article offers a comparative analysis of copyright laws in Common Law countries and the EU countries in relation to fair use. The article tries to determine whether teachers may copy, what teachers may copy, what to do with authentic materials as screenshots and how to adapt them to TELC, KET and PET examination tasks. The Author suggests some reading comprehension and grammar development activities designed using Paint and screenshots.

In step with the worldwide trend for higher educational institutes to establish areas of research emphasis,the accumulation of resources in key areas has become common practice in veterinary faculties. Although there are perceived logical benefits to research prioritisation, there have been very little critical retrospective analyses of research prioritisation in any discipline,let alone in the relatively niche field of veterinary medicine. This study aimed to bring attention to this gap in knowledge. Evidence for the use and breadth of research area prioritisation in veterinary schools in Western nations was obtained through publicly available content on the Internet. Preliminary evaluation of the effectiveness of prioritisation strategies in veterinary schools to increase research performance was performed using bibliometric criteria. Although limited to publicly available information, findings from this preliminary study suggest a positive relationship between an identifiable research prioritisation strategy and research performance of veterinary schools.

In this examination of monolingual and multilingual pedagogies I draw on literature that explores the position of English globally and in the curriculum for English. I amplify the discussion with data from a project exploring how teachers responded to the arrival of Polish children in their English classrooms following Poland's entry to the European Union in 2004. While both Poland and England are a long way from Australia, the sudden arrival of non-native speaking children from families who have the right to work and settle in the UK is interesting of itself as a development in the migration agenda affecting many nations and teachers in the 21st century. Indeed, this view of migration adds to the overview of migration in an Australian context and recent Australian immigration settlement policies often mirror this with new arrivals moving to rural areas resulting in an EAL presence in schools which may be new. Until recently it was most commonly the case that teachers in schools in inner city and other urban parts of the UK might expect to teach in multilingual classrooms, but teachers in smaller towns and in areas identified as rural were unlikely to confront either linguistic or ethnic differences in their pupils. I use the theories of Bourdieu to analyse the status of the curriculum for English expressed in research literature, and the teachers' interview data. This supports a level of interpretation that allows us to see how teachers' practice and the teaching of English are formed by schools' and teachers' histories and beliefs as much as they are by the wishes of politicians in creating educational policy. It adds to the view presented in the first article in this issue that provision for EAL/D learners sits within a monolingual assessment structure which may militate against the attainment of non-native English speakers. I present a wide-ranging discussion intentionally, in order that the many complexities of policy impact and teacher habitus on teachers' practice are made apparent.

Higher education emphasises training and skills for employment, yet while the "idea" of educating global citizens appears in university discourse, there is limited evidence demonstrating how the "idea" of the global citizen translates into practice. Recent research emphasises a desire for graduates to be local and global citizens with ethical and critical capacities for global workforce preparedness. The purpose of this paper is to explore the university responsibility for translating the "idea" of the ethical thinking global citizen into practice. Semi-structured interviews were undertaken with higher education experts (n?=?26). The interpretive research is discussed through the themes: "Constructing the global citizen," "Enacting the global citizen," "Legitimating the global citizen" and "The sidelining context" (italics used to distinguish research themes in text). The paper contributes to higher education discourse on a contested and topical issue.

International Financial Reporting Standards (IFRS) are accepted throughout the world, particularly in the European Union, Australia, New Zealand and Canada. Emerging economies are also are aligning their practices with IFRS. Historically, the USA has been cautious about accepting IFRS. However, following acceptance of IFRS worldwide, the US Securities and Exchange Commission has recently allowed the filing of IFRS-based financial statements from foreign issuers and is presently considering the same from domestic issuers. Owing to lack of IFRS education and training in the country, concerns have been expressed about such moves of the USA towards IFRS. Following such concerns, the aim of the present study is to review previous literature on IFRS education to reflect on the present status of IFRS education in the USA. The research method includes a review of past literature on IFRS education in the "Business Source Complete" database from 2001 to 2012. In line with the review, this study reports that active learning approaches that stimulate critical thinking and judgement skills of students are the best methods to teach IFRS. The studies reviewed also report the lack of teaching materials, including software and technologies, to effectively teach IFRS. The only active learning strategies advocated in previous studies were the use of case studies and real life examples. Additionally, this study advocates the use of problem-based learning strategies. This study also reports the lack of research investigating students' and educators' perceptions of available resources and approaches. Future studies are suggested in this direction, employing surveys and interviews.

This article seeks to make sense of the seeming contradiction that the number of degrees awarded annually and the attainment rate of the adult population in the US have both grown, even as the country has fallen behind many global competitors on the latter indicator. Two reports issued in 2012---one by the Pew Research Center, the other by the OECD, and analyzed in this article---confirm that US attainment rates have continued to increase in recent decades and that the number of American adults with college degrees has also increased substantially. These reports confirm the fact that a nation's demographics have often been more important than its attainment rates in determining how many people hold degrees and therefore in its ability to produce sufficient numbers of college graduates in the future. (Contains 8 charts, 2 tables, and 3 resources.)

Efforts to develop common higher education data standards are expanding both within and across countries. The institutional research (IR) community plays a critical role in assuring that these efforts capture the diverse manifestations of the postsecondary and tertiary education systems and promote responsible comparisons. This chapter provides four narratives related to the development of comparative data systems in the United States, Australia, South Africa, and the European Union. These narratives reveal a range of issues related to the prospects of forming a global, empirically based view of higher education institution (HEI) operations. After presenting these narratives, the authors consider the themes that emerge and their implications for the development of global data standards. (Contains 1 table.)

The spectre of a food security crisis has raised important questions about future directions for agriculture and given fresh impetus to a long-standing debate about the potential contribution of agricultural biotechnology to food security. This paper considers the discursive foundations for promotion of agricultural biotechnology, arguing that notions of progress and "science-based" risk assessment act as "anti-political" strategies to remove consideration of genetically modified organisms (GMOs) from the cut and thrust of politics, while the concept of "food security" reconstitutes agricultural biotechnology as a moral imperative. We argue that a debate ostensibly focussed on developing countries in fact largely arises from discordant views about the future of farming and rural areas in the developed countries where these arguments are taking place. These debates are examined through a comparative study of the UK and Australia. Whereas acceptance of GM crops and foods at government and industry level has not led to commercial adoption in the UK due to consumer resistance and the influence of EU regulations, Australian governments at federal and state level have increasingly embraced GM crops, potentially locking Australia into a food and farming trajectory based on agricultural biotechnology. (Contains 1 table and 1 figure.)

This article presents an analysis of the United Nations Convention on the Rights of Persons with Disabilities (CRPD) in relation to prior United Nations conventions on disability and U.S. disability policy law with a view to identifying the conventional and also the incremental advances of the CRPD. Previous United Nations conventions related to disability have had, at best, partial success in effectively protecting the human rights of individuals with disabilities. The CRPD, as a policy instrument, has considerable potential for advancing the legal rights of persons with disabilities in the United States and globally. This article reviews this potential from national and international perspectives and explores the implications of the CRPD for rehabilitation counseling advocacy and education.

In various research areas, the availability of open datasets is considered as key for research and application purposes. These datasets are used as benchmarks to develop new algorithms and to compare them to other algorithms in given settings. Finding such available datasets for experimentation can be a challenging task in technology enhanced learning, as there are various sources of data that have not been identified and documented exhaustively. In this paper, we provide such an analysis of datasets that can be used for research on learning and knowledge analytics. First, we present a framework for the analysis of educational datasets. Then, we analyze existing datasets along the dimensions of this framework and outline future challenges for the collection and sharing of educational datasets. (Contains 3 tables and 7 figures.)

The US National Residency Matching Program (NRMP) is a computerized, national system for matching residency applicants to programs. Similar systems exist in Canada, Australia, and New Zealand, and the need for such a program will probably make itself felt in the European Union soon. NRMP is an important laboratory for the ethical challenges that computerized matching programs create, especially its current prohibition of making commitments by both applicants and residency programs. Nonetheless, it would be denial to suppose that commitments are not being made and that there is no dishonesty when commitments are made. We analyze the current NRMP no-commitment policy by reference to Plato's retelling of the myth of the Ring of Gyges, which makes its wearer physically invisible and therefore ethically unaccountable. Because applicants and programs complete their preference-lists in secret, the matching process inadvertently slips a Ring of Gyges on the fingers of both parties. As a result, making false commitments promotes the rational self-interest of both parties. To strengthen the professional integrity of the matching process, we argue that NRMP should abandon its no-commitment policy and adopt a new paradigm: sanctioning honest, non-contingent, accountable, one-party, and documented commitments. Computerized residency matching systems in other countries should consider the NRMP a laboratory and develop policies about making commitments that promote professionalism in the residency application process.

Located differentially (and to its detriment) within a status hierarchy of knowledge, vocational education has been called upon to satisfy an increasing range of political and social needs, including meeting the needs of industry and government and catering for increasing pupil diversity. Faced with stubbornly immobile rates of school completion in Australia, policy makers have turned to vocational education and training to play a part in achieving higher rates of school completion or its "equivalent". This has been principally in the form of proposing alternative qualifications to the existing senior school certificates and increasing the role played by adult vocational education and training (VET) providers. This article considers the contribution of these various policy initiatives to progress in achieving school completion targets--focusing on current approaches to provision of vocational programmes (both in schools and in other providers), the equivalence of qualifications and the relative strength of non-school pathways. It questions the integrity of these "alternative" measures of school completion and challenges the notion that VET, delivered within a secondary school subject paradigm, can produce the gains in participation required to reach these targets. (Contains 2 tables and 1 figure.)

This paper discusses how the use of digital technologies may support a shift of cultural practices in teaching and learning, to better meet the needs of 21st century higher education learners. A brief discussion of the changing needs of the learners is provided, followed by a review of the overall impact of digital technologies on teaching and learning. In the final section we suggest how digital technologies may provide a more active and flexible learning experience by adopting a participatory pedagogical approach and by blending formal learning with informal learning.