ethanporcaro/eric-fulltext-meta huggingface dataset:
Enhancing Care and Advocacy for Sexual Assault Survivors on Canadian Campuses
Author: Quinlan, Elizabeth
Date: 2016-00-00
Type: Journal Articles
Subjects: Sexual Abuse,Rape,Victims of Crime,College Students,Campuses,Foreign Countries,Evaluation Methods,Questionnaires,Females

Recent media coverage of the rape chant at Saint Mary's University, the misogynist Facebook posts at Dalhousie's dental school, and the suspension of the University of Ottawa's hockey team have brought the topic of campus sexual assault under intense public scrutiny and the media accounts point to a widespread systemic rape culture on Canadian campuses. The objective of this paper is to examine the existing structure of campus sexual assault services at Canadian universities and colleges in order to highlight best practices and barriers to their success. The study's data collection entailed an environmental scan of existing programs and campus-community collaborations across Canada, and a half-day symposium in which stakeholders reviewed the scan's results and developed recommendations. The study's findings indicate that most campus sexual assault and women's centres rely on volunteers and collaboration with off-campus organizations in order to maintain a breadth of services for sexual assault survivors. Funding challenges were found to impose significant limitations to the functionality of the centres. The paper closes with recommendations for improvements, including public education programming and dedicated services provided by professionals with specialized training and experience.
Law Student Wellbeing: A Neoliberal Conundrum
Author: Thornton, Margaret
Date: 2016-00-00
Type: Journal Articles
Subjects: Law Students,Well Being,Neoliberalism,Higher Education,Foreign Countries,Depression (Psychology),Law Schools

The discourse around student wellness is a marked feature of the 21st century Australian legal academy. It has resulted in various initiatives on the part of law schools, including the development of a national forum. The phenomenon relates to psychological distress reported by students through surveys. Proposed remedies tend to focus on improving the law school pedagogical experience. This article argues that the neo-liberalisation of higher education is invariably overlooked in the literature as a primary cause of stress, even though it is responsible for the high fees, large classes and an increasingly competitive job market. The ratcheting up of fees places pressure on students to vie with one another for highly remunerated employment in the corporate world. In this way, law graduates productively serve the new knowledge economy and the individualisation of their psychological distress effectively deflects attention away from the neoliberal agenda.
The Death of Socrates: Managerialism, Metrics and Bureaucratisation in Universities
Author: Orr, Yancey
Date: 2016-00-00
Type: Journal Articles
Subjects: Neoliberalism,Higher Education,Universities,College Faculty,Efficiency,Foreign Countries,Educational Improvement,School Culture,Scheduling,Time Management,Qualitative Research,Academic Achievement,Values,Teacher Attitudes,Faculty Publishing,Course Descriptions,Academic Freedom,Educational Change,College Administration

Neoliberalism exults the ability of unregulated markets to optimise human relations. Yet, as David Graeber has recently illustrated, it is paradoxically built on rigorous systems of rules, metrics and managers. The potential transition to a market-based tuition and research-funding model for higher education in Australia has, not surprisingly, been preceded by managerialism, metrics and bureaucratisation (rendered hereafter as &quot;MMB&quot;) in the internal functioning of universities in the last decade. This article explores the effects of MMB on the lives of academics, the education of students, and the culture and functioning of universities. By examining some of the labour activities of academics, work scheduling and time use, we demonstrate that MMB reduces the efficiency and quality of academic teaching, research and administration. Even more worrying, by qualitatively assessing the language, values and logic increasingly present in the academic culture of higher education in Australia, we show that MMB does not simply fail to improve universities or accurately assess academic achievement, it replaces the core values of education with hollow bureaucratic instrumentalism.
Learning by Doing by Learning: Reflections on scholar-activism with the Brisbane Free University
Author: Thompsett, Fern
Date: 2016-00-00
Type: Journal Articles
Subjects: Activism,Social Justice,Experiential Learning,Higher Education,Social Systems,Foreign Countries,Scholarship,Experimental Colleges

As universities are swept by a near-global tide of capitalist restructuring, myriad forms of resistance are also on the rise. While struggles that grapple directly with universities are vital, different streams of activism aim beyond them, in the form of &quot;prefigurative&quot; politics--one that works to build a better world &quot;in the shell of the old.&quot; This paper focuses on &quot;free universities&quot;, prefigurative projects that re-create university-like spaces of learning according to their own radical visions of social justice. Drawing on my own experience as a co-founder and organiser of the Brisbane Free University, as well as research conducted with 25 free universities across North America, I explore the complex tensions involved in working simultaneously within the academy, and engaging in activism beyond it. I show that most free university activists, myself included, see that it is impossible to distinguish between the inside and outside of the university, and that ultimately working across the &quot;divide&quot; through prefigurative politics offers a robust means to effect substantive change.
Democratisation or Management and Corporate Capture?: Theses on the Governance Crisis of Australia's Semi-Privatised Public Universities
Author: Bonnell, Andrew G.
Date: 2016-00-00
Type: Journal Articles
Subjects: Governance,Democratic Values,State Universities,Privatization,Public Policy,Commercialization,Higher Education,Educational Administration,Educational Change,Advisory Committees,Foreign Countries

This paper proceeds from the view that managerial capture has already become a fundamental problem after a couple of decades of largely untrammelled managerialism in our public universities, and that this problem is likely to be compounded by further shifts towards deregulation and de facto privatisation, which is the direction that current federal government policy is trying to take in the higher education sector. Greater managerial capture and greater susceptibility to steering by corporate interests promote greater diversion from the public good missions of public universities and increasingly dysfunctional internal governance with grave consequences for workplace culture. The paper argues that a counter-movement to democratise public universities is overdue.
Critiquing Neoliberalism in Australian Universities
Author: Rea, Jeannie
Date: 2016-00-00
Type: Journal Articles
Subjects: Neoliberalism,Universities,Foreign Countries,Higher Education,Governance,Public Policy,Commercialization,Privatization,College Students,Public Colleges,Vocational Education,Adult Education

While students chanting &quot;No cuts, No fees, No corporate universities&quot; may be dismissed as youthful hyperbole by some, it is not as superficial a characterisation of the state of our public university system as it seems.
From Community College to University: Institutionalization and Neoliberalism in British Columbia and Alberta
Author: Levin, John S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Community Colleges,Transfer Programs,College Transfer Students,Social Change,Administrative Organization,Power Structure,Foreign Countries,Higher Education,Universities,Qualitative Research,Neoliberalism,Two Year College Students,Two Year Colleges,Interviews,Ethnography,Longitudinal Studies

This qualitative investigation of higher education institutional development addresses new universities that were former community colleges in the provinces of British Columbia and Alberta. Stemming from an original study conducted nearly two decades earlier, this investigation's data were collected from the same institutions and from similar sources: institutional documents, government policies, and interviews from faculty and administrators; thus, qualifying as a longitudinal qualitative investigation. This investigation explains institutional instability and identity change as a result of new government policies and institutional norms during the period of 2000-2013. Future research can monitor the influence of neoliberal practices on the development of these new model higher education institutions in the Canadian context.
Incorporating Learning Outcomes in Transfer Credit: The Way Forward for Campus Alberta?
Author: Kennepohl, Dietmar K.
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Case Studies,Credits,International Education,Educational Trends,Quality Assurance,Commercialization,Prior Learning,College Credits,Transfer Policy,Change Strategies,Outcomes of Education,Academic Standards

Learning outcomes have become an integral part of the global trend in higher education reform and are employed in three interconnected areas: (1) quality assurance, (2) teaching and learning, and (3) transfer credit. The article touches briefly on the first two areas, but focuses discussion on employing learning outcomes in transfer credit. Using Alberta as a case study, its higher education system is examined and assessed, with emphasis on transfer credit, prior learning assessment, student mobility, and system coordination. Both the advantages and limitations of learning outcomes are presented, including balancing the needs of a wide variety of stakeholders. Taking lessons learned from similar international initiatives and an analysis of the Alberta context, the discussion culminates in a proposal for a way forward for this educational jurisdiction, promoting and incorporating learning outcomes as an important component of systematic and transparent method of transfer credit.
The Academic Profession in Canada: Perceptions of Canadian University Faculty about Research and Teaching
Author: Gopaul, Bryan
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Faculty,Teacher Attitudes,Educational Research,Instruction,Educational Change,Teacher Surveys,Productivity,Teacher Collaboration,Knowledge Management,Concept Formation,Commercialization,Social Influences,Teaching Experience,Online Surveys

Previous scholarly attention to the experiences of faculty members has emphasized the contexts of US institutions, with minimal attention to the experiences of faculty members at Canadian universities. This paper presents the findings of the Canadian component of an international survey that was administered in 19 different jurisdictions to understand the perceptions of faculty members about the nature and scope of changes to academic work. As such, the paper explores the perceptions on research and teaching of full-time faculty members affiliated with Canadian universities. Overall, faculty members revealed that Canadian universities have strong, engaging, and vibrant research and teaching environments, yet there are also areas for improvement. Specifically, findings showed that faculty members perceived considerable autonomy with respect to research activities, despite the increasing need to secure external funding for research. Also, faculty expressed substantial commitment to teaching undergraduate students but a lack of clarity about some issues related to graduate teaching. The survey results provide an important baseline for future studies of Canadian universities and the working conditions of the professoriate in a time of rapid institutional and professional change.
Postsecondary Student Mobility from College to University: Academic Performance of Students
Author: Gerhardt, Kris
Date: 2016-00-00
Type: Journal Articles
Subjects: Postsecondary Education,Student Mobility,Academic Achievement,College Transfer Students,College Credits,Transfer Policy,Undergraduate Students,Foreign Countries,Regression (Statistics),Articulation (Education),Universities,Colleges,Partnerships in Education,School Community Relationship,Transfer Programs,Multivariate Analysis,Grade Point Average

This paper considers the impact of transfer credits on the GPA of college-university transfer students. The data come from the academic records of students enrolled at 2 different campuses at an undergraduate university in Ontario across a 4-year period. The results from multivariate regression analyses show that the number of transfer credits is significantly associated with a higher GPA, controlling for student status (part time/full time), campus of study, cohort, semester of study, and previous college background. Further analysis suggests that the credit-GPA relationship is nonlinear, peaking at 6 transfer credits. These findings can be used to help inform individuals and institutions about the past performance of students as further refinements to transfer policies between institutions are undertaken.
Contrastive Study between Pronunciation Chinese L1 and English L2 from the Perspective of Interference Based on Observations in Genuine Teaching Contexts
Author: Li, Feng
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Chinese,Native Language,Pronunciation,Second Language Learning,Speech Communication,English (Second Language),Second Language Instruction,Pronunciation Instruction,Interference (Language),Language Research,Contrastive Linguistics,Teaching Methods,Observation

Much research has been conducted on factors that impact on second language (L2) speech production in light of the age of L2 acquisition, the length of residence in the L2 environment, motivation, the amount of first language (L1) usage, etc. Very little of this research has taken the perspective of interference between L1 and L2, especially with respect to Asian languages. This article tries to locate the differences in pronunciation between Chinese L1 and English L2 by contrastive analysis through observing genuine teaching and learning contexts, in hope of facilitating English pronunciation pedagogy in China.
The Role of Universities in International Response to Pandemic Threats
Author: Chapman, David W.
Date: 2016-00-00
Type: Journal Articles
Subjects: Universities,College Role,Educational Finance,International Cooperation,Foreign Countries,Emergency Programs,Networks,Global Approach,Public Health,Communicable Diseases,Case Studies,Interviews

Faced with increasing pressure to generate more of their own budgets, universities in low and middle income countries are increasingly banding together as country and regional-level networks to bid on and subsequently implement externally funded development projects (a pattern already seen in high income countries). While working as a network may offer a competitive advantage in bidding on international contracts, it also introduces a new set of dynamics in cross border collaboration among higher education institutions. This paper examines the dynamics of university networks, drawing on the experience of one regional and four country-level networks in South East Asia which were created to promote better national preparation and response to pandemic threats. Findings suggest that, in many universities, university efforts to work through networks is a source of considerable controversy as it pushes institutions and individuals into new roles and often conflicts with existing institution-level incentive systems.
The Investigation on Brand Image of University Education and Students' Word-of-Mouth Behavior
Author: Chen, Chin-Tsu
Date: 2016-00-00
Type: Journal Articles
Subjects: Marketing,Universities,Student Attitudes,Questionnaires,Asians,Structural Equation Models,Alumni,Models,Student Recruitment,Student School Relationship,Foreign Countries,Institutional Characteristics,Institutional Advancement,Likert Scales,Statistical Analysis,College Students

This study aimed to find how the brand image and satisfaction of universities influence university students' word-of-mouth behavior, including the sharing of satisfying experiences and recommendations to others. This study conducted a questionnaire survey and distributed 400 questionnaires to students and graduates of universities in Taiwan; 336 valid questionnaires were retrieved. Data were analyzed using Structural Equation Models (SEM). According to the findings, brand image significantly and positively influences loyalty; satisfaction significantly and positively influences loyalty; loyalty significantly and positively influences haring of satisfying experience; and loyalty significantly and positively influences recommendations to others. Brand image and satisfaction can influence the sharing of satisfying experience sand recommendations to others by the moderating effect of loyalty. The loyalty effect model of higher education institutes constructed by this study could explain and predict the effects of brand image and satisfaction of higher education institutes on university students' word-of-mouth behavior, and it could function as the criteria for marketing strategies of higher education institutes.
On Progress of Mass Tertiary Education: Case of Lebanon, Kenya and Oman
Author: Liu, Zhimin
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Higher Education,Cross Cultural Studies,Enrollment Trends,Demography,Developing Nations,Geographic Location,Student Mobility,Study Abroad,Economic Factors,Economic Climate,Progress Monitoring

Mass higher education is a huge force to be reckoned with and its existence, already in the expansion of tertiary institutions is undeniable. This study will focus on three countries: Lebanon, Kenya and Oman. The purpose of this study is to evaluate mass tertiary education progress in these countries. It will synthesize data results of gross enrollment ratios, demographics, internationalization and GDP per capita of these countries which we will use as indicators of the progress and direction that mass tertiary education is taking. The principal conclusions of our data will reveal that all 3 countries are experiencing progress only at different rates for varied and different reasons. The findings of this paper are significant as they will aid in informing the governments of the specific countries and other stakeholders who invest in higher education to understand the challenges hindering progress and ensuring that world class academic standards are upheld.
The Flipped Classroom Impact in Grammar Class on EFL Saudi Secondary School Students' Performances and Attitudes
Author: Al-Harbi, Sarah S.
Date: 2016-00-00
Type: Journal Articles
Subjects: Blended Learning,Technology Uses in Education,Educational Technology,Grammar,Student Attitudes,Secondary School Students,English (Second Language),Second Language Instruction,Cooperative Learning,Comparative Analysis,Experimental Groups,Control Groups,Conventional Instruction,Video Technology,Homework,Scores,Questionnaires,Semi Structured Interviews,Foreign Countries,Quasiexperimental Design,Females,Tests,Likert Scales,Qualitative Research,Statistical Analysis,Pretests Posttests

The aim of this study was to apply the flipped classroom strategy in teaching English grammar to examine its impact on secondary school students' performances, perceptions, and attitudes toward learning English independently. The researcher implemented the flipped classroom strategy by selecting videos based on the students' textbook and uploading those videos on the Edmodo site before each lesson to provide opportunities for active learning interactions. The students of the experimental group (n = 20) were required to watch the videos to learn by themselves and to come to class prepared to ask for clarification, if needed. They also practiced what they had learned under the teacher's supervision by completing collaborative and competitive tasks in groups or pairs. Meanwhile, the control group students (n = 23) received in-class only traditional teaching. They learned the grammatical lessons without the help of any videos. The statistical analysis of the post-test results showed that adopting the flipped classroom strategy appeared to play a role in enhancing the students' grammar performances, as the mean score of the experimental group was higher than that of the control group, but this difference was not statistically significant. The students' responses to a questionnaire and semi-structured interviews indicated that their attitudes' towards using the flipped classroom strategy in the EFL class were positive.
Exploring the Use of Video-Clips for Motivation Building in a Secondary School EFL Setting
Author: Park, Yujong
Date: 2016-00-00
Type: Journal Articles
Subjects: Foreign Countries,Action Research,Video Technology,English (Second Language),Second Language Instruction,Student Motivation,Secondary School Students,Teaching Methods,Student Surveys,Interviews,Instructional Effectiveness,Likert Scales

By employing an action research framework, this study evaluated the effectiveness of a video-based curriculum in motivating EFL learners to learn English. Fifteen Korean EFL students at the secondary school context participated in an 8-week English program, which employed video clips including TED talk replays, sitcoms, TV news reports and movies as its main study material. Results from the motivation surveys (adapted from Gardner, 1985) and interviews with students showed that 1) after taking the class, students became more motivated, especially in terms of gaining a positive attitude for the English language and culture, and 2) competitive group activities that followed the watching of video materials positively influenced student participation. Implications for EFL classrooms with low student motivation are discussed.
Investigating the Opinions of Physical Education Teacher Candidates on the School Experience Course
Author: Gullu, Mehmet
Date: 2016-09-10
Type: Journal Articles
Subjects: Physical Education Teachers,Preservice Teachers,Student Teacher Attitudes,Opinions,Preservice Teacher Education,Educational Experience,Qualitative Research,Case Studies,Semi Structured Interviews,Questionnaires,Content Analysis,Schools of Education,Educational Attitudes,Student Evaluation of Teacher Performance,Course Evaluation,Foreign Countries

The purpose of this study is to examine the opinions of physical education teacher candidates on the school experience course. The qualitative case study design was adopted for this study. The research group was composed of 67 teacher candidates. A semi-structured questionnaire was used in the study. The collected questionnaires were analyzed with Content Analysis Method. The concepts were evaluated in four main themes. The opinions of the candidates about the application were investigated in the first theme, the opinions of the candidates about the schools of practice were investigated in the second theme, the opinions of candidates about the activities in the school experience course were investigated in the third theme, and the opinions of the candidates about the practice instructor were investigated in the fourth theme. In conclusion, the study revealed that the opinions of the teacher candidates on school experience course were generally positive; practice teachers with strong personal relations and high professional experience increased the course success; the arrival of practice teachers in courses before prior preparation had a negative impact on candidates; and the instructor in charge of teaching the school experience course should be prepared excellently, particularly before the course, and monitor the implementation.