International Educational Institutions Research Articles

Ubiquitous mobile use: student perspectives on using the VLE on their phone

With the rapid increase in the use of smart phones (and other mobile devices), students in Irish and international higher education institutions are increasingly accessing virtual learning environments (VLEs) using their phones via an app or their browser. This brings both welcome flexibility for the students’ digital learning experiences and wider opportunities to support both asynchronous and synchronous learning in innovative ways. However challenges exist, initially regarding the functionality, user interface, reliability and speed of mobile use of the VLE (specifically via a VLE app as well as a phone browser) but also how best to empower students and lecturers to harness the potential benefits. This article explores the 2017 results of the #VLEIreland student survey in one higher education institution, expanded to include questions about student experiences of using a VLE app. Almost all students have smart phones, with the VLE app used by 7 in 10 students surveyed and, despite the many limitations of the VLE app, two-thirds found it useful. Student comments highlighted the benefits of notifications on the student’s phone and the convenience of easy, flexible access to the VLE. Barriers to the use of the VLE app included poor design and working of the app, and limitations of the student’s own phone. A major implication of increasing mobile access is that the VLE design needs to be more responsive for users, that the VLE itself be fully functional and user-friendly on smart phones and the challenges to design, develop and deliver a rich functional VLE app are met. There is potential for flexible mobile access to the VLE outside of class to be complemented by increased in-class use to enrich innovative approaches to engage learners. Increased mobile VLE usage has consequences for how lecturers use the VLE; they need to be conscious of this mobile use when designing, creating and using their VLE course as well as utilising appropriate digital pedagogies.

Language Learning while Negotiating Race and Ethnicity Abroad

Despite institutional and national focus on the importance of study abroad (SA) in U.S. higher education, the number of students of color abroad is still disproportionately low (Institute of International Education, 2017). Moreover, there is limited literature examining how race and ethnicity shapes experiences abroad, despite SA research highlighting how identity negotiation influences language learning in the SA context (Kinginger, 2013). This study presents the cases of two U.S. students —an Iranian-American and an African-and Mexican-American —studying in Spain. Through journals, interviews, surveys, and the Versant for Spanishoral test, this study illustrates how these participants rejected negative racial and ethnic positionings by withdrawing from host country nationals and eventually re-evaluating experiences to align with their desired identities. Both learners improved their Versantpost-SA but their linguistic confidence in their Spanish language capabilities did not increase. The study concludes with implications for creating more inclusive and supportive SA programs.

Análisis de "serious games" anti-"bullying": recursos lúdicos para promover habilidades prosociales en escolares

La investigación se adscribe al Personal and Social Learning & Ethics (PSLE) que propugna la implementación de serious games (SG) para fomentar aprendizajes personales y sociales desde una perspectiva ética. Estudia la potencialidad educativa de una muestra de SG anti-bullying online gratuitos (N=10) —promovidos por instituciones educativas internacionales—, orientados a desarrollar habilidades prosociales en escolares. Para ello, se utiliza una metodología cualitativa centrada en el análisis de contenido que sirve para identificar las estrategias que adoptan: 1) aspectos psico-lúdicos e interactivos que priman (tipología de agresiones expuestas, teoría del aprendizaje subyacente y estrategias lúdicas adoptadas); y, 2) grado en que promueven distintas habilidades (analíticas, metacognitivas y prosociales). Así, se constata que la mayoría de estos juegos recrea simulaciones de agresiones verbales y físicas a víctimas y daños a sus pertenencias, ciberbullying, amenazas, chantajes, humillaciones, etc., invitando al jugador a asumir roles para identificarse con la víctima o con amigos de ésta, y a protagonizar situaciones críticas. Sus mecánicas de juego ayudan a: discriminar actitudes y conductas negativas, reconocer los sentimientos propios y ajenos, favorecer la empatía para conectar con otros, tomar decisiones y resolver conflictos asertivamente. Sin embargo, adolecen de dinámicas que estimulen la comunicación (capacidad negociadora, escucha activa y asertividad). Este trabajo ofrece a los docentes de primaria 10 atractivas aplicaciones interactivas de carácter lúdico —simuladores o juegos de rol— que pueden integrarse como recursos didácticos en programas preventivos del maltrato entre iguales. Si bien requieren diseñar actividades que activen de forma complementaria habilidades ligadas a la comunicación interpersonal, e inviten al alumnado explícitamente a la reflexión y análisis crítico de sus actos, para favorecer el respeto y el entendimiento mutuo. También se presenta un instrumento para sistematizar el análisis de contenido y potencial didáctico de serious games anti-bullying.

Evaluation of a Pilot School-Based Group for Mandarin-Speaking Minors

The population of Mandarin-speaking, Chinese international students is rapidly expanding in the United States (Institute of International Education n.d.). Among them, there is a small subgroup of individuals who are minors and unaccompanied by parents (i.e., parachute kids). As part of its initiative to increase support for Mandarin-speaking minors, a private high school in the northeastern region of the U.S. offered a school-based psychoeducation/support group for its 17 Mandarin-speaking students for the first time. The purposes of the study were to (a) provide more general information on this particular group of adolescents by examining data obtained from the anonymous group evaluations and (b) explore the benefits and shortcomings of this pilot program. Results showed that the demographics of this population are changing and participants in general found the group useful for their transition to a new school system and the U.S. society. Future directions for practice and research are discussed.

Intercultural Competence in Short-Term Study Abroad

Assessment is growing for short-term study abroad as the majority of students (63.1%) continue to choose this option (Institute of International Education, 2016). This study examines possible gains and factors influencing such gains in students’ overall intercultural competency following participation in a short-term program. Using the Intercultural Effectiveness Scale (IES) survey distributed before, after, and three months following the study abroad experience, data was analyzed for fifty-five students across eight different short-term programs at three distinct institutions within the state of Texas. Document analysis of program syllabi also looked at connections to structured activities and assignments. The results demonstrate the potential for short-term study abroad programs ranging from two to five weeks to have significant impacts on students’ self-perceived intercultural competency that appear most affected by intentional structures. These findings support recommended practices of using well-defined activities and assignments, incorporating opportunities for meaningful local interaction, and providing planned re-entry.

Educating Men-and-Women-for-Others: Jesuit and International Educational Identity Formation in Conversation

In a globalising world that often appears overrun by corporate and consumerist values, international education can be tempted to follow suit and support elitist transnational learning. Such an outcome may emerge intentionally or through an unreflective embrace of an unjust status quo. It follows that students and alumni of international education institutions may have little concern for more broadly communitarian values such as social justice, solidarity, and active care for those on the margins of local and global societies. However, for those craving alternatives that counteract segmented interests, this article demonstrates one such alternative. It maps how ‘men-and-women-for-others,’ a concept with worldwide traction in Jesuit education, can both inform and learn from international education concepts and practices. Further, this article employs the case of two remarkable Jesuit nativity schools to ground that dialogical process of meaning making, as men-and-women-for-others interacts with the International Education Studies literature in a mutually enhancing manner. The results will be of interest to those committed to fostering social justice, solidarity-based action, and a glocal ethic of care amongst the students and alumni of both Jesuit and international educational institutions.

Role of Student Affairs in International Student Transition and Success

International student mobility has grown significantly in recent years, with over 4.1 million students in 2013 who studied abroad around the world (Institute of International Education [IIE], 2016). With the changes in student demographics and increased mobility, student affairs professionals are in a unique role to support international student transition and success. Unfortunately, current research and practice in higher education tends to place
 a high level of responsibility on the international student to successfully transition to a new campus environment
 or places the responsibility on the international student affairs/student services office to solely work with these students. Given the multi-faceted needs of international students, we argue that it is critical for student affairs
 professionals across functional areas to be prepared to support this diverse population.

Entrepreneurial intention: a study of individual, situational and gender differences

PurposeThe purpose of this paper is to examine the determinants of entrepreneurial intention. Specifically, the study investigated the extent to which personality traits or situational factors influenced entrepreneurial intention and whether the relationship among the predictor variables and the intention to become entrepreneurs differed between men and women.Design/methodology/approachData were collected using a questionnaire-based survey of 393 students at a reputable international educational institution in Thailand. Hierarchical multiple regression analysis and analysis of variance were employed to test the hypotheses.FindingsA total of eight independent variables were tested for their effect on entrepreneurial intention. Three of the personality traits, including need for achievement, risk-taking tendency, job security, were found to have a significant effect on intention for entrepreneurship. However, environment for starting a business and educational programme were found to be suppressor variables. Personality factors had a greater degree of effect on entrepreneurial intention than situational factors. With respect to gender differences, for women, job autonomy and job security were significant predictors while for men, need for achievement and risk-taking tendency contributed to entrepreneurial intention.Originality/valueThe study investigated whether personality factors or situational factors were the main drivers of entrepreneurial intention and to what extent gender differences exist in the determinants of entrepreneurial intention. Few studies have been based on a sample of respondents of such diversity in terms of nationality. The present study included respondents from 12 different nationalities in Asia.

An Analysis of Applicability of Cloud Computing in Higher Education

Modern education is changing and so is teaching in classrooms due to the advent of technology. Students are expecting and demanding more services from their institutions. Their classes do not get over with school timings. Rather, their learning continues 24x7 wherein they expect their educational institutions to keep pace with their demands. This is where the innovative role of cloud computing comes in order to meet their requirements. According to Mircea & Andreesu, cloud computing is a next generation platform that allows institutions and organizations with a dynamic pool of resources to reduce cost through improved utilization. Educational institutions these days are facing many problems with the increasing need of IT and IT related infrastructure. In such a scenario, cloud computing can be a reliable solution for fulfilling the need of software, storage services, and infrastructure of such institutions as it is based on existing IT technologies such as the internet, grid computing, virtualization etc. Cloud computing has become a buzzword these days. The objective of this paper was to explore the role of cloud computing in Indian educational institutions i.e. how cloud computing through its various deployment & service models can help improve teaching, pedagogy, and agility of an institution? Further, this paper critically evaluated the crucial risks and challenges that institutions face in taking advantage of this emerging cost-effective technology which has the potential of bringing in a revolution in the education sector. This paper used live case studies of various Indian and international educational institutions which are using this technology to meet the ever increasing pressure to deliver more for less as the data for discussion. There are very few papers which discuss live cases of educational institutes where cloud computing is playing a crucial role and even fewer studies discuss the risks and challenges associated with this technology. Hence, this study on cloud computing brings in a real perspective through cases which are of utmost importance for better understanding of this technology in the field of education. It would provide much clearer knowledge of implications of implementation of this technology.

Internet Addiction Disorder: A Case Study of a Private American International School Students in the State of Kuwait

Rather than attempting to defend the existence of Internet Addiction Disorder (IAD)—or the title’s validity—this research study focused on the appearance of potential symptoms in the high school student population at a private international educational institution in the State of Kuwait by inquiring about their routine Internet usage behaviors. Through the distribution of an anonymous questionnaire to 188 high school students, the study revealed the emergence of several symptoms related to IAD; however, most of the addictive behaviors reported were not detrimental. In addition, demographic information acted as partial indicators: gender was trivial, while grade level presented new information that positively correlated low workloads and low stress levels with increased Internet usage.

Working with Linguistically Diverse Classes across the Disciplines: Faculty Beliefs

The rapid growth of international students at United States universities in recent years (Institute of International Education, 2013) has prompted discussions about how best to serve this population in and out of the classroom. This article reports on faculty cognitions (Borg, 2006) regarding internationalization and the teaching of international students who are emergent multilinguals. Researchers surveyed faculty members on one campus about their beliefs regarding internationalization, techniques for instruction in culturally and linguistically diverse classrooms, and their own efficacy in teaching international students. Results indicate a theory-reality split in beliefs about internationalization and techniques for teaching international students along with relatively low levels of self-efficacy in working with emergent multilinguals. The article discusses implications for faculty-administration collaboration and faculty development in linguistically-responsive instruction.

Analysis Business Architecture Study Case: Medical Colleges in Purwokerto

The Strategic planning information is identified as a key factor in creating a balance of IT and business organization. This paper takes a case study on Medical colleges in purwokerto located in the province of Central Java. Problems encountered in the Medical colleges in purwokerto is, although it has already implemented information systems architecture business existing but not yet well integrated so that it takes a business design architecture and IT components to the integration process, especially business main business process. The purpose of this paper is to analyze baseline business architecture and business architecture design in accordance with the standards and also analyze whether a component of IT in business architecture was sufficient to support the Medical colleges in purwokerto became an international educational institution. TOGAF methodology used to design the development of business architecture. Results of TOGAF methodology is a model and blueprint for the integrated floating business architecture and IT support the business architecture will be obtained. Blue print obtained will serve as a guide to plan the development of business architecture that fits your business processes at Medical colleges in purwokerto.

流域水热耦合过程及其对气候与下垫面变化响应的文献计量分析

PDF HTML阅读 XML下载 导出引用 引用提醒 流域水热耦合过程及其对气候与下垫面变化响应的文献计量分析 DOI: 10.5846/stxb201708071410 作者: 作者单位: 作者简介: 通讯作者: 中图分类号: 基金项目: 国家重点研发计划课题（2016YFC0501602）；国家自然科学基金项目（41571036） A bibliometric analysis of the literature on coupled water-energy balance at catchment scale and its responses to changes in climate and land surface conditions Author: Affiliation: Fund Project: 摘要 | 图/表 | 访问统计 | 参考文献 | 相似文献 | 引证文献 | 资源附件 | 文章评论 摘要:生态水文学在水文过程与生态过程的交叉地带开展研究，现已成为水文学与生态学最为活跃的前沿领域之一，而流域水热耦合过程及其对气候与下垫面变化的响应则是其中的一个重要热点研究方向。以SCIE数据库为数据源，借助Thomson Data Analyzer （TDA）、Ucinet和Netdraw等工具，对1992-2015年间关于流域水热耦合过程及其对气候与下垫面变化的响应的研究论文进行数据挖掘，分析表明：（1）近24年来，该领域的论文数量总体呈显著增长态势，依据文章数量、研究主题、机构合作特点等划分为3个阶段：低产出探索期、拓展推进期和高产出活跃期。（2）气候变化、径流、水量平衡、水文模拟、土地利用与覆盖变化等是研究的核心主题，遥感与GIS技术的应用在不断得到加强，人类活动的水文效应及其时程变化等的研究逐渐受到更多的关注。（3）澳大利亚和美国在该研究方向表现突出。中国发文量高，论文质量不断提升。（4）国际合作范围不断扩大。近十年来，中国科学院、清华大学等国内多家科教机构逐渐加强了与国外同行的合作关系，研究工作取得长足进展。 Abstract:Ecohydrology, studying the interactions between hydrological and ecological processes, has become one of most active frontiers in both fields of hydrology and ecology. Coupled water-energy balance (CWEB) at the catchment scale and its responses to changes in climate and land surface conditions are important research area in the interdisciplinary field of eco-hydrology. In this study a bibliometric analysis was conduct to assess current status and future developments in the research area of CWEB. All research papers on the CWEB at the catchment scale published over the period of 1992-2015 were retrieved from the Science Citation Index Expanded (SCIE) database and analyzed by means of TDA (Thomson Data Analyzer), Ucinet and Netdraw. Results of the bibliometric analysis shown that:(1) the number of publications has increased greatly in the past 24 years. Research on the CWEB can be classified into three stages in terms of the number of papers published every year, research subjects and cooperation features, i.e. groping & low yield stage, expansion stage and active & high yield stage. (2) Core themes of the research are climate change, runoff, water balance, hydrological modelling, land use and land cover change, etc. The application of remote sensing and GIS technology has been continuously strengthened. More and more attentions have been paid to the study of hydrological effects of human activities and their temporal variability. (3) High impact publications were largely from Australia and American. There was a significant increase in publications from China in term of both quantity and quality. (4) The extent of international cooperation was expanding. In the past 10 years, Chinese Academy of Sciences, Tsinghua University and many other institutions in China have gradually strengthened the cooperation with a number of international scientific and educational institutions and have made great progresses in the research area of CWEB. 参考文献 相似文献 引证文献

Commentary: Physicists without borders

Commentary: Physicists without borders

Correlation between the Quality Assurance of Education Program Level and Development of Skills of the Students in the 21st Century, in the International Educational Institution of Thailand

Correlation between the quality assurance of education program level and development of skills of the students in the 21st century, in the international educational institution of Thailand has an aim to study the level of quality assurance of education program level, to study the level of development of skills in the 21st century and to find the correlation between the quality assurance of education program level and development of skills of the students in the 21st century, in the international educational institution of Thailand. The model group used here are 196 lecturers in an international institution. Tools used in collecting data are questionnaires, statistic used in this research is mean, SD, pearson’s simple correlation moment. It is found that the levels of quality assurance of education program level in an international educational institution is good, the level of development of skills in the 21st century of the students of an international educational institution is also good and it is also found that the correlation between the quality assurance of education program level and development of skills in the 21st century of the students is at a low level of statistically significant at .01 with coefficient correlation at .399.

The Role of Multilingualism in Effectively Addressing Global Issues: The Sustainable Development Goals and Beyond

In a globalized, interconnected world, multilingualism is essential for effective communication, understanding of other cultures, and the development of global citizenship values. In addition to being part of a global personal cultural identity and a practical tool for communication in transnational teams, multilingualism has been linked to creativity and to problem-solving, both of critical importance in addressing complex issues, and regular use of more than one language has even been shown to stave off dementia. International organizations, multinational corporations, and educational institutions approach multilingualism differently, each with the language strategy that aligns most closely with their mission and goals. How can international educators best prepare students for an increasingly multilingual world and workplace where multilingualism is the norm rather than the exception?

ADAPTATION AND SOCIALIZATION OF AGRARIAN UNIVERSITY STUDENTS BY MEANS OF THE FOREIGN LANGUAGE LEARNING AT THE INSTITUTE OF INTERNATIONAL MANAGEMENT AND EDUCATION

The enrollment into the higher educational institution is undoubtedly an important and a multidimensional process for each first-year student. The changes affect both the way of life, and the emotional state of the student. The task was to tell about the experience, applied by the authors, in order to facilitate the adaptation and socialization of students of the Institute of international management and education of Krasnoyarsk state agrarian university with the help of the foreign language learning. The article proves that the inclusion of a significant number of hours for foreign language learning in the curricula, contributes to a more comfortable entry of the student into the educational environment of the university and further self-determination.

Examining the Effectiveness of In-Service English Language Teacher Training in Khartoum State/Sudan 2011/2012

<em>This study aims at investigating the effectiveness of in-service English language teacher training in Khartoum state: A case study of in-service teacher training programme “English for Teaching 1” (EfT1) provided by the British Council (2011-2012). The Researchers adopted the descriptive analytical method to analyze the collected data. The tool used to collect data was a questionnaire which was analyzed with the Statistical Packages for Social Science (SPSS). All the Hypotheses of the study were verified to be true and according to the analysis of the questionnaire. The study has come up with the following findings: Teacher training programme English for Teaching (1) (EfT(1)) has a positive impact on developing teaching process, the components of the programme satisfy the training needs of the English language teachers in Khartoum State, and the trainees who attended the programme have a positive attitude and opinions towards the programme. The study has been included with some recommendations that reflect the importance of in-service teacher training for Sudanese English language teachers and the effectiveness of partnership between national and international educational institutions in this field.</em>

Contextual Identities

As the number of international students studying at American universities continues to grow (Institute of International Education, 2014), campuses are increasingly becoming social spaces where the local, national, and international meet. Even though students’ identities may still be developing in college (Arnett, 2000) and their environment may influence their identity development (Erikson, 1968), little research has focused on the effects of this unique context on students’ identity formation. This study investigated the change in international and American student roommates’ ethnic and national identities over the course of one semester at three Midwestern universities. The qualitative results from semi-structured interviews with four undergraduate students suggest that these students were still grappling with their identities in different ways as they acted as discoverers, ambassadors, and negotiators and support a contextual approach to studying identity development in college students.

Introduction to the Special Issue: Study Abroad in the Twenty-first Century

In the recently released Open Doors report, the Institute of International Education (2015) issued an overview of changes in the study abroad population since the turn of the twenty-first century. At first glance, the numbers are encouraging in many ways: More than twice as many American college students study abroad today compared to fifteen years ago. Those who study abroad come from more diverse academic disciplines and are themselves more diverse, with the number of minority participants having nearly doubled since 2000. Moreover, their destinations are far more heterogeneous, including places previously less traveled by American students, such as China and the Middle East. Many of these changes seem to indicate the often-sloganized beliefs about the twenty-first century: diversity, a flattening world, and ultimately, globalization. Indeed, the time we live in is characterized by unprecedented mobility—of goods, capital, information, ideas, and here we must add, people—at the global scale. Intensifying globalization processes have facilitated a sustained proliferation of American study abroad programs and have created discourses that legitimize, motivate, and mediate study abroad. These discourses, like globalization itself, are a complex—and potentially contradictory—blend of economic, political, cultural, and philosophical interests and ideologies that the papers in this special issue will address and problematize in detail.