ethanporcaro/eric-fulltext-meta huggingface dataset:
The Challenge of Fundraising in Universities in Europe
Author: Pérez-Esparrells, Carmen
Date: 2012-00-00
Type: Journal Articles
Subjects: Fund Raising,Foreign Countries,Tuition,Case Studies,Financial Support,Budgets,Educational Finance,Higher Education,Private Financial Support,Reputation,Policy Analysis,Institutional Advancement

The current financial context constitutes a challenge to European Higher Education Institutions in the sense that they must look to increasing their budgets with new activities. This context has led governments and European universities to promote not only the traditional private funding sources (such as transfer of knowledge or tuition fees), but also new means of raising supplementary philanthropic (private) funds for educational and research purposes. Therefore, the actual European context may also represents an opportunity for the development of their fundraising strategy, since a determined fundraising program will bring supplementary private funds to the institutions reducing the frequent internal resistance and increasing the willingness to overcome the lack of experience in this field in Europe. This paper highlights the change and opportunity that raising independent income from donations implies, in order to achieve excellence and add value to core funding. Here we review UK and Spain cases with special attention in two case studies: Cambridge University, as an example of a well-known prestigious European university with extensive experience in fundraising; and the University of Navarra, as a case of a relevant experience in fundraising policy in a private southern European university.
How a MUN Experience Meshes with the Liberal Arts and Management Education
Author: Lampton, Jolene A.
Date: 2011-07-00
Type: Journal Articles
Subjects: International Organizations,Simulation,Experiential Learning,Educational Benefits,Extracurricular Activities,Youth Clubs,Leadership Training,Liberal Arts,College Students,Administrator Education,Student Participation

This paper documents the multiplicative benefits from an experiential extracurricular activity--i.e., participation in a Model United Nations (MUN) Club. Management instructors are encouraged to sponsor such activities to give leadership training to students. The benefits are especially rich in liberal-arts institutions, like Park University, because the experience enmeshes with life lessons taught in the curriculum. Secondly, students who study management and business studies gain considerably in what is expected in the global business community. Thirdly, the principles of PRME are upheld and nurtured. The multi-faceted experience of attending the NMUN Conference presents a dynamic opportunity that fulfills multiple educational goals and should be considered by others in business schools to add value to the curriculum.
Preservice Teachers' Intercultural Competence: A Comparative Study of Teachers in Switzerland and Turkey
Author: Polat, Soner
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Teacher Competencies,Cultural Awareness,Cross Cultural Studies,Cultural Differences,Surveys,Preservice Teachers,Student Teacher Attitudes,Questionnaires,Empathy,Social Attitudes,Self Concept,Gender Differences,Majors (Students),Factor Analysis

Problem Statement: Every society consists of individuals different in terms of physical, psychological, and sociocultural characteristics. Differentiation in today's societies has increased due to globalization, intensified immigration, advancements in communication technologies, and the recent increase in value of subcultures within the dominant culture. Consequently, human communities that maintain different characteristics together have brought about the concept of multicultural societies. Within these societies, teachers play the principle role in maintaining the multicultural environment and managing its processes. Since teachers' successful implementation of these tasks depends on their level of intercultural competence, today's teachers should develop their intercultural competence. Purpose of Study: The present study aims to determine the intercultural competence levels of preservice teachers from Switzerland and Turkey. Methods: A descriptive survey model was used as the chief research approach. The study sample comprised 185 preservice teachers, 84 of whom were from Switzerland and 101 of whom were from Turkey. Data were collected by means of the Multicultural Personality Questionnaire and a personal information form. Findings and Results: The intercultural competence levels of preservice teachers from Switzerland and Turkey were found to be middling. Preservice teachers perceived themselves to be the most competent in the dimension of &quot;cultural empathy,&quot; which was followed by &quot;openmindedness,&quot; &quot;social initiative,&quot; &quot;flexibility,&quot; and &quot;emotional stability,&quot; respectively. The variable of preservice teachers' university showed significant difference regarding the self-perception of intercultural competence. By culture, results revealed that preservice teachers from Switzerland had higher intercultural competence than those from Turkey, though such competence did not show significant differences according to gender and department. Conclusions and Recommendations: The variable of nationality significant differed in preservice teachers' perceptions of intercultural competence. In Switzerland, whose preservice teachers' perceptions of such competence were higher, teacher training curricula include courses on multiculturalism and intercultural education, while in Turkey such courses are not offered even as electives. Understanding multiculturalism necessitates the renewal of preservice and in-service teacher training programs. Teacher training should align with international standards and topics, and include a systematic approach to promote intercultural competence.
Applying the PDCA Cycle to the Complex Task of Teaching and Assessing Public Relations Writing
Author: Knight, John E.
Date: 2012-00-00
Type: Journal Articles
Subjects: Total Quality Management,Writing Instruction,Instructional Effectiveness,Writing Improvement,Public Relations,Quality Control,Scoring Rubrics,News Writing,Statistical Analysis,Measurement Techniques,Writing Skills,Teaching Skills,Career Readiness,Delphi Technique,College Students

Teaching skills, knowledge and abilities appropriate for career-ready graduates and assessing learning are complex issues. Developing a valid and reliable approach is often by trial and error. Instead, the authors employed Deming's PDCA Cycle of continuous improvement as a systematic procedure to incrementally move closer to their goal. This paper outlines a multiyear project where academics and public relations professionals collaborated to answer 4 questions: What are the basic SKAs for a career-ready graduate?; How to orient the pedagogy?; How to evaluate and assess student learning?; and, How to insure validity of the measurements?. The authors used a variety of qualitative and quantitative procedures to (a) gather knowledge and information from public relations professionals; (b) facilitate consensus on career-specific pedagogy; and (c) develop a repeatable and reliable rubric to measure students' news release writing skills.
The Development of a Student Teacher Concerns Scale
Author: Alpan, Bangir Gülgün
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Test Construction,Student Teacher Attitudes,Attitude Measures,Student Teaching,Interviews,Factor Analysis,Construct Validity,Test Validity,Test Reliability,Factor Structure,Goodness of Fit,Correlation,Student Teachers,Questionnaires

Problem Statement: Practice teaching is an important element in teacher education programs and it plays an active role in student teacher's obtaining and improving their teaching skills. However, student teachers have some concerns, since they are observed and evaluated by their supervisors in terms of class management, methods and techniques, preparation, and communication with students. A unique concern scale might be developed to measure the nature and degree of the concerns that affect student teachers. Purpose of the Study: The purpose of the study is to develop a unique scale that measures the types and degrees of student teachers' concerns over the course of practice teaching period. Method: A student teachers' Concern Scale was developed based on the literature and on interviews with 98 student teachers (50 males, 48 females) from different departments of Education Faculty of Gazi University in 2011-2012 academic year. The form was revised in response to peer review, and student teachers of different departments from three universities (n = 681) in Ankara (Gazi University n = 348; Hacettepe University n = 296; Ankara University n = 37) were given the revised draft of the 23-item form 423 of participants were females and 258 of them were males (Median = 22). The construct validity of the scale was examined via exploratory and confirmatory factor analyses. The reliability of the measurement was tested using Cronbach's alpha and stratified alpha methods. Findings and Results: Principle component and exploratory factor analyses showed a two-factor solution of (1) class management (11 items; variance explained: 23.16%), (2) evaluation (8 items; variance explained: 17.29%) in the first sample. Confirmatory factor analysis revealed acceptable goodness of fit indices (?[superscript 2][subscript 151] = 724.02; p = 0.00; Normed ?[superscript 2] = 4.79; CFI = 0.88; GFI = 0.94; AGFI = 0.92; RMSEA = 0.11 and 90% C.I. = 0.10 - 0.11for RMSEA), and item-total correlations were between 0.38 and 0.69. Reliability coefficients were 0.84 and 0.95 for class-management, 0.79 and 0.92 for evaluation, 0.84 for overall scale. Recommendation: Student teacher Concern Scale can be utilized to eliminate some weaknesses in practice teaching experience, improvement in programs in teacher education institutions, to guide related researchers.
Developing a Scale for Constructivist Learning Environment Management Skills
Author: Yildirim, M. Cevat
Date: 2014-00-00
Type: Journal Articles
Subjects: Foreign Countries,Constructivism (Learning),Educational Environment,Classroom Techniques,Elementary School Teachers,Secondary School Teachers,Factor Analysis,Reliability,Measures (Individuals),Job Skills,Correlation,Rating Scales,Statistical Analysis

Problem Statement: The success of creating a constructivist learning environment is directly related to teachers' management abilities and therefore scales that evaluate those skills are essential to the process. Given the importance of this subject, the development of scales that address all aspects of the constructivist learning environment should be an assessment priority. Purpose of the Study: The purpose of this study is to develop a scale that will determine elementary and high school teachers' management skills within the constructivist learning environment. Methods: The study was conducted on three different study groups composed of teachers working in elementary and high schools located in the city center of Sanliurfa, Turkey. The groups were determined by the random sampling method. A draft scale composed of 47 items was compiled for use in this study. Exploratory factor analysis (EFA) was applied to evaluate the factor structure of the scale. Item analysis was used to evaluate the consistency of each item within the entire scale and the distinctive quality of each item. Confirmatory factor analysis (CFA) was applied to assess whether the factors obtained as a result of EFA were confirmed or not. The reliability of the scale was calculated by Cronbach's alpha coefficient for internal consistency and test-retest methods. Findings and Results: As a result of EFA, a six-factored structure composed of 33 items, which have factor load values of 0.49 and above was finalized. Item analysis affirmed that each item was consistent with the entire scale and the distinctive powers of the items were at an acceptable level. CFA indicated that the fit indexes had values significantly above acceptable values, which confirmed the 6-factored structure. The scale's internal consistency coefficient, which was 0.95, indicated high reliability. Conclusions and Recommendations: The study results showed that this scale was an appropriate instrument to evaluate teachers' management skills within the constructivist learning environment in elementary and high schools in Turkey. A version of this scale for students can be developed to collect more detailed information about the constructivist learning environment management skills of teachers.
The Value of Teaching Creativity in Adult Education
Author: Tsai, Kuan Chen
Date: 2012-00-00
Type: Journal Articles
Subjects: Creativity,Cognitive Style,Self Efficacy,Personality Traits,Expertise,Learning Motivation,Adult Education,Teaching Methods,Continuing Education

In today's postmodern world, change is the only thing for sure. As a result, creative capacity is the key. Learning creative thinking in fact is a useful vehicle for adult learners to polish their abilities and orientate the world around them. This article attempts to review creativity-related literature and to provide some salient considerations for adult educators with the desire to promote creativity in the classrooms. To begin, the definition of creativity was disclosed. Then the process of creativity was reviewed. Following this line, several factors, including personality traits, knowledge and expertise, motivation and self-efficacy, learning style and thinking style, teaching approaches, assessment and reward, and environment, that might facilitate or stifle creativity were discussed. Finally, some suggestions for adult educators were provided.
Teaching Language and Content: Instructor Strategies in a Bilingual Science Class at a Chinese University
Author: Liang, Xiaoping
Date: 2012-00-00
Type: Journal Articles
Subjects: Bilingual Education,Teaching Methods,Science Instruction,Physics,English (Second Language),Second Language Instruction,Second Language Learning,Vocabulary Development,Interviews,Lecture Method,Listening Comprehension,Prior Learning,Course Content,Chinese,Classroom Communication,Discourse Analysis,Foreign Countries,Higher Education,Grammar,Case Studies,College Freshmen,Observation

The present research analyzes instructional strategies used to integrate the learning of content and English as a foreign language in a bilingual physics class at a university in Shanghai, China. It examines how the instructor handles meaning and form of new English science vocabulary in concept-focused physics lectures and the strategies he used to integrate them. Analysis of classroom instructional discourse and interviews demonstrates that the instructor deliberately employed a variety of strategies to contextualize new terms and to increase comprehensibility of physics lectures. He built on students' prior knowledge of physics, language, and the everyday world. Results support the view that language instruction can be integrated into bilingual science classes at the university level and suggest a variety of strategies for doing so.
On Chinese College Students' Suicide: Characteristics, Prevention and Crisis Intervention
Author: Li, Xiaohong
Date: 2012-00-00
Type: Journal Articles
Subjects: College Students,Suicide,Prevention,Crisis Intervention,Student Characteristics,Educational Principles,Change Strategies,Behavior Problems,Student Behavior,Foreign Countries

Nowadays, some characteristics have been detected among Chinese students' suicide including an increasing rate, obvious differences in different grades and genders, relatively integrated suicide methods and a regular time pattern for suicide as well. The principle of selection at registration, dynamic renewal and classified precaution should be followed to prevent aggregation. In addition, all students especially those with the personality liable to commit suicide should be given systematic education on psychological health and those with mental disease or depression should be offered medical and psychological treatment. Crisis intervention should also be attached importance to for those intend to commit suicide and even after their suicide.
Facilitating the Development of Study Skills through a Blended Learning Approach
Author: Smith, Julian
Date: 2012-00-00
Type: Journal Articles
Subjects: Study Skills,Blended Learning,Skill Development,Learning Strategies,Undergraduate Students,Large Group Instruction,Experiential Learning,Focus Groups,Learning Experience,Student Attitudes,Essays,Tutorial Programs,Learner Engagement,Student Participation,Learning Modules,Instructional Effectiveness,Teaching Methods,Educational Practices,Foreign Countries

This study examined the effectiveness of a Blended Learning (BL) environment designed to facilitate the learning of study skills with a large (over 200) and diverse undergraduate student cohort in a Higher Education (HE) institution in the UK. A BL environment was designed using the model provided by Kerres &amp; De Witt (2003), and was also designed to be consistent with Kolb's (1984) experiential learning cycle. Eight focus groups with six students were undertaken to examine student perceptions of their learning experience, and to establish if learning had taken place in each phase of Kolb's (1984) cycle. All students also completed a reflective study skills essay, and a sample of these were scrutinised for evidence of certain aspects of experiential learning. Student engagement in the module and the BL environment was examined through small group tutorials. The results suggest that the module encouraged a high level of student engagement, and learning in each stage of Kolb's (1984) experiential learning cycle, and that the use of a BL environment facilitated aspects of this experiential learning. Teachers in HE should therefore consider the potential benefits of a blended learning approach as a means of facilitating the experiential learning of study skills.
Attribution and Motivation: A Cultural Study among Indonesian University Students
Author: Sutantoputri, Novita W.
Date: 2012-00-00
Type: Journal Articles
Subjects: Motivation,Attribution Theory,College Students,Ethnicity,Religious Factors,Locus of Control,Self Efficacy,Intelligence,Beliefs,Academic Achievement,Achievement Need,Goal Orientation,Questionnaires,Grade Point Average,Likert Scales,Cultural Context,Foreign Countries,Student Surveys,Multiple Regression Analysis,Statistical Analysis

Relationships between cultural factors (ethnicity and religiosity) and dimensions of students' attributions for their success and failure (locus of control, stability, personal control and external control), along with motivational goals (learning, performance approach, performance avoidance, and work avoidance), self-efficacy, intelligence beliefs, and academic performance were examined among 1,006 Indonesian university students. Students' stability attributions predicted their learning goals, whereas neither locus of control, personal, or external control attributions predicted any motivational goals. Self-efficacy predicted learning and performance approach goals, as well as performance avoidance goals. Students' intelligence beliefs did not show significant predictions. Ethnic importance predicted performance approach goals; whilst intrinsic religiosity predicted learning goals.
Enlightenment of Development of Higher Education in South Korea to China
Author: Che, Zhenghong
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Educational Development,Educational Change,Educational Practices,Educational History,Institutional Characteristics,Educational Policy,Comparative Education,Cross Cultural Studies,Educational Trends

China and South Korea are two neighboring countries and are both developing countries. Furthermore, the modern and contemporary higher education of these two countries originates from the middle and late 19th Century, so there are a lot of similarities between the two countries. However, although the origination period of modern and contemporary higher education of the two countries is almost similar, the developmental speed of higher education in these two countries is not totally the same due to the different strategic measures taken by the two countries in terms of developmental mode of higher education. Thus, study on differences between the higher education of these two countries and refer to the experience of South Korean higher education is of great and important realistic significance to improve higher education in China and promote and economic and social development. Through an analysis in the development history and educational system of higher education in South Korea, this article makes a comparison of the similarities and differences between China and South Korea in terms of the current condition and reform of their educational system so as to find out the gap between China and South Korea in terms of the higher education and explore a correct path for development of China higher education.
Doctoral Students' Sense of Relational Agency in Their Scholarly Communities
Author: Pyhältö, Kirsi
Date: 2012-00-00
Type: Journal Articles
Subjects: Doctoral Programs,Graduate Students,Student Participation,Well Being,Academic Persistence,Group Dynamics,Behavioral Sciences,Student Surveys,Likert Scales,Interpersonal Relationship,Student Attitudes,Reflection,Training Methods,Social Psychology,Foreign Countries,Qualitative Research,Content Analysis

The literature emphasizes the importance of integrating doctoral students into scholarly communities and practices at the very beginning of their studies. Although the importance of student participation in a scholarly community has been recognized empirical evidence concerning the quality of participation that promotes such engagement is scarce. This study focuses on exploring doctoral students' sense of relational agency in terms of their scholarly communities and how this is related to study persistence and experienced socio-psychological well-being. Altogether 669 doctoral candidates from three faculties (humanities, medicine, and behavioural sciences) from a large research-intensive Finnish University completed a doctoral student survey. The results showed that a minority of the students perceived themselves as active relational agents in terms of their scholarly communities. However, students who perceived themselves as active relational agents experienced less lack of interest in their studies, less negative emotions, and less often considered abandoning their studies than students who perceived themselves as passive objects in their communities.