ethanporcaro/eric-fulltext-meta huggingface dataset:
World Business Leaders Interaction in Higher Education: A Novel Experience
Author: Coronel, Gustavo
Date: 2012-03-00
Type: Journal Articles
Subjects: Higher Education,Interaction,Conferences (Gatherings),Teleconferencing,Global Approach,School Business Relationship,Business Administration,Partnerships in Education,Computer Mediated Communication,Social Media,Program Design,Campuses,Student Participation,Teacher Participation,Educational Experience

This article describes a disruptive approach that offers higher education students and faculty the experience of learning from world business leaders and interacting with fellow members at their institutions. The World Business Forum event was transmitted live to 36 higher education institutions in 19 countries. Webcast and social media discussions around the event were used to create both a local University community and a global Laureate community. The World Business Forum is a two-day event, produced by HSM Global that serves as a platform for the ideas and trends that are shaping the future of business. In 2011, twenty business and political leaders spoke at the event. Through its partnership with HSM, Laureate was able to broadcast the event to auditoriums on university campuses and to add live content and discussion around speakers, making the webcast relevant to an academic audience. Universities were provided with academic, technical and communication manuals to guide them through the implementation of the event on campus. The network-wide webcast had participation of 36 higher education institutions in 19 countries, and 56,400 viewers. The Laureate-hosted Facebook page generated 2,900 &quot;likes,&quot; 3,000 &quot;posts&quot; and 410,000 views and Twitter produced thousands of tweets from around the world. Both the participation on campuses and social media indicated that the webcast provided broad access to the event and created a global forum for students and faculty to participate in the event.
General Education: Learning from the Past, Preparing for the Future
Author: Gersten, Karen S.
Date: 2012-06-00
Type: Journal Articles
Subjects: General Education,Curriculum Evaluation,School Business Relationship,Labor Needs,Postsecondary Education,Theory Practice Relationship,Career Readiness,Educational Practices,Educational Needs,College Outcomes Assessment,Integrated Curriculum,Performance Based Assessment,Educational Change,Educational Trends,Alignment (Education),Relevance (Education)

This article explores the widening gap between business and societal needs and current general education curricula. Research is presented that documents gaps between projected needs of industry and current practices in postsecondary education, especially in the general education areas. Positive efforts to close the gap are highlighted. Changing regulatory environments are also presented, some that support forward-thinking approaches to liberal education and others that revert to traditional educational practices. With a focus on adaptability and intentional teaching and learning, some recommendations are introduced for flexible curriculum, intentional pedagogy, and a backwards approach to the teaching-learning enterprise that begins with the authentic assessment of student learning.
Conceptual Framework for Mentoring Doctoral Students
Author: Yob, Iris M.
Date: 2012-06-00
Type: Journal Articles
Subjects: Mentors,Doctoral Programs,Literature Reviews,Supervisor Qualifications,Supervisory Methods,Teacher Characteristics,Cluster Grouping,Models,Educational Research,Teacher Behavior,Teacher Competencies,Supervisor Supervisee Relationship,Professional Development,Individual Characteristics,Interpersonal Communication,Affective Behavior

In the research and professional literature, there are at least four lines of inquiry around mentoring: perceptions of successful mentoring in general, mentoring of doctoral dissertations in particular, mentoring specific to the online environment, and relative importance of mentoring behaviors. In each case, particular qualities that make for successful mentoring are identified and described but not coalesced into a conceptual model of mentoring. In examining this literature, the authors identified 94 mentor behaviors and characteristics of effective mentors, which were reduced for redundancies to 55. These were clustered into a conceptual model of mentoring with two domains, academic and psychosocial with four attributes in the academic domain (competence, availability, induction, and challenge) and three in the psychosocial domain (personal qualities, communication, and emotional support). The two domains and seven attributes of this model are described and discussed, outlining some of the implications of this model for further research.
Capacity Building through Integration and Transformational Leadership--A Case Study
Author: Stöcklin, Sacha
Date: 2011-06-00
Type: Journal Articles
Subjects: Foreign Countries,Capacity Building,Transformational Leadership,Case Studies,Housing,Hospitality Occupations,Organizational Culture,Colleges,Focus Groups,Teacher Attitudes,Professionalism,Teamwork,Organizational Communication,Employer Employee Relationship,Trust (Psychology)

This article suggests that educational managers can have an influence through leadership by establishing certain moderators that integrate and shape the faculty into a solid team working towards a high performing organisation. The study looks at a case in China and draws suggestions that could be used in other similar settings. The conclusion is to make integration a crucial part of capacity building.
Can Students' Concept of Learning Influence Their Learning Outcomes?
Author: Marouchou, Despina Varnava
Date: 2012-06-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Business Administration Education,Student Attitudes,Educational Attitudes,Outcomes of Education,Curriculum Development,Learning Strategies,Curriculum Design,Faculty Development,Classification,Qualitative Research

This paper aims to readdress the lack of empirical data concerning university learning and in particular the dynamics students' conceptions of learning may have on students' learning outcomes. This paper is written at a time when the EU commission for Higher Education (HE) through the Bologna Process declaration has put into action, since 1999, a series of reforms needed to make European Higher Education compatible, efficient and competitive for students and academics alike. One of the reforms was the development of learning outcomes in the form of the European Credit Transfer and Accumulation System (ECTS). As part of the process the European universities require to identify and describe the learning outcomes a student is supposed to achieve, in a particular course. The learning outcomes are, now, expected to be clearly specified in all the university course syllabuses. The main argument stated within this paper is that the design of effective learning outcomes, such as the ECTS, especially for curriculum development, cannot be successfully achieved in the absence of the students' own experience of how they conceive learning to be, including the methods (approaches) they use for learning. Thus, the first aim of this investigation is to analyse the students' conceptions of learning and the second aim is to examine, through prior research evidence, the effects these conceptions may have on learning approaches and specifically on learning outcomes. Drawing on a 2007 study of Cypriot students' conceptions of learning, this paper discusses the possibility of a relation between these issues and outlines the importance of taking them into consideration when exploring learning outcomes, curriculum and syllabus design and the professional development of faculty.
Peer Mentoring at the Universidad Europea de Madrid: An Educational Strategy for the Development of General and Specific Competences
Author: Velasco Quintana, Paloma J.
Date: 2011-06-00
Type: Journal Articles
Subjects: Foreign Countries,Peer Teaching,Mentors,Action Research,College Students,Teaching Methods,Observation,Surveys,Program Effectiveness,Teacher Attitudes,College Faculty,Student Attitudes,Academic Achievement,Skill Development

The current educational model for the European Higher Education Area (EHEA), demands a greater involvement on the behalf of students in all aspects of their education. In this respect, peer mentorship not only provides effective orientation for newly admitted students, a key element of quality in education, but also the active participation of students mentors, leading to the development of a wide range of skills in both mentor and mentee students. From a research-action perspective, this article describes a program of peer mentoring, in which the student interaction taking place leads to wide-ranging knowledge acquisition (knowledge and know how) for both participants. Within the sphere of mathematics, the program was developed with the aim of developing general skills, as well as the specific objective of improving competence in mathematics. In the results obtained, the profile and educational development of the student mentor, together with the study of the needs of first year students, from the perspective of teachers and students, were especially relevant. The conclusions and recommendations from this study may constitute a good basis upon which future peer mentorship programs may be developed as an approach that is very much in line with the EHEA and of great educational value.
Challenges in Europe an Higher Education
Author: Orphanides, Andreas G.
Date: 2012-06-00
Type: Journal Articles
Subjects: Higher Education,Foreign Countries,Educational Change,Quality Assurance,Educational Development,Educational Innovation,Accountability,Qualifications,Employment Potential,Lifelong Learning,Student Centered Curriculum,Educational Research,Global Approach,Student Mobility,Educational Finance

Quality assurance has been one of the most important components of the Bologna Process and the EHEA. Quality and innovation are &quot;sine qua non&quot; in achieving competitiveness, especially when the focus is on its challenges in a global context.
The Value and Benefits of Fieldtrips in Tourism and Hospitality Education
Author: Goh, Edmund
Date: 2011-06-00
Type: Journal Articles
Subjects: Field Trips,Hospitality Occupations,Tourism,Educational Experience,Undergraduate Students,Student Attitudes,Career Development,Student Interests,Comparative Analysis,Student Motivation,Learning Motivation,Lecture Method,Teaching Methods,Teacher Role,College Faculty,Student Role,Qualitative Research,Questionnaires

The objective of this article is to understand how the use of fieldtrips can enhance students' educational experience in Tourism and Hospitality education. A total of 23 students who participated in a fieldtrip as part of their hospitality and tourism degree programme were included in this research. A comparison study was conducted among Year 1 and Year 2 undergraduates to examine differences between their perception of fieldtrips and their educational experience. Results revealed two key categories of attitudes: (1) learning towards subject, and (2) interest toward subject as motivational factors through fieldtrips. A key finding revealed Year 1 students' attitude towards fieldtrips as an enhancement to their education whereas Year 2 students viewed fieldtrips as a form of learning towards their future career pathway.
Can the Use of Clickers or Continuous Assessment Motivate Critical Thinking? A Case Study Based on Corporate Finance Students
Author: Morales, Lucía
Date: 2011-06-00
Type: Journal Articles
Subjects: Handheld Devices,Audience Response Systems,Educational Technology,Technology Uses in Education,Critical Thinking,Undergraduate Students,Accounting,Finance Occupations,Student Motivation,Student Participation,Student Evaluation,Case Studies,Foreign Countries,Assignments

This study explores the use of clickers as a tool to support, encourage and motivate critical thinking in higher education students. A case study was carried out with a cohort of undergraduate students undertaking the BSc. in Accounting and Finance during the academic year 2009/10, where corporate finance was a major component. Since the students in this sample had previously demonstrated passivity during their corporate finance classes, it was proposed that clickers would help motivate them to participate during face-to-face sessions. Previous research on the use of clickers shows evidence that this tool has a positive effect on student participation and interaction in the classroom. The results of this study suggest that clickers can positively affect classroom dynamics; they help activate the learning experience and provide a more relaxed atmosphere, where students can interact with their teacher. However, little evidence was found to indicate that clickers are a good device to enhance critical thinking skills. In this context, strategies based on a problem-centered approach to learning appear to provide a better outcome.
Internationalization 2011: An Overview
Author: Bone, J. Drummond
Date: 2011-06-00
Type: Journal Articles
Subjects: Global Approach,Higher Education,Educational Trends,Trend Analysis,Educational Change,Educational Policy,Universities,Student Mobility,Educational Strategies,Partnerships in Education,International Cooperation

The author provides an overview of internationalization in higher education since 2008 to the present. The essay is a partial follow-up to Bone's 2008 paper on internationalization.
B-Learning under Examination: Advantages, Disadvantages and Opinions
Author: Bemposta-Rosende, Sergio
Date: 2011-06-00
Type: Journal Articles
Subjects: Learning Processes,Learning Activities,Teaching Methods,Blended Learning,Virtual Classrooms,Database Management Systems,Interpersonal Communication,Instructional Materials,Lesson Plans,Course Organization,Outcome Measures,Student Attitudes,Usability,Technology Uses in Education,Educational Practices,Foreign Countries,College Students

In recent years, learning management systems (LMS) have become very popular in almost all traditional universities, generating a new learning strategy approach, mixing elements from both traditional and online learning: the blended learning or b-learning. How these new environments influence teaching activities and learning processes are the main topic of this paper. References about this subject are also analyzed, enriching them with the expertise and opinion of authors and other teachers. Finally, the students' point of view is presented, through the results of a survey of Polytechnic School students at Universidad Europea de Madrid.
The Interface between Research on Individual Difference Variables and Teaching Practice: The Case of Cognitive Factors and Personality
Author: Biedron, Adriana
Date: 2016-00-00
Type: Journal Articles
Subjects: Individual Differences,Second Language Learning,Personality Traits,Profiles,Intelligence,Language Aptitude,Teaching Methods,Second Language Instruction,Correlation,Role,Short Term Memory

While a substantial body of empirical evidence has been accrued about the role of individual differences in second language acquisition, relatively little is still known about how factors of this kind can mediate the effects of instructional practices as well as how empirically-derived insights can inform foreign language pedagogy, both with respect to shaping certain variables and adjusting instruction to individual learner profiles. The present paper is an attempt to shed light on the interface between research on individual difference factors and teaching practice, focusing upon variables which do not easily lend themselves to external manipulation, namely intelligence, foreign language aptitude, working memory and personality, with the role of the last of these in language learning being admittedly the least obvious. In each case, the main research findings will briefly be outlined, their potential for informing instruction will be considered, and, in the final part, the caveats concerning practical applications of research on the variables in question will be spelled out.
Re-Telling a Story in a Second Language: How Well Do Adult Learners Mine an Input Text for Multiword Expressions?
Author: Hoang, Hien
Date: 2016-00-00
Type: Journal Articles
Subjects: Story Telling,Second Language Learning,Second Language Instruction,English (Second Language),Linguistic Input,Control Groups,Adult Students,Pictorial Stimuli,Discourse Analysis,Phrase Structure,Vocabulary Development,Task Analysis,Proverbs,Statistical Analysis,Experimental Groups,Foreign Countries,Language Tests

Adult second language (L2) learners have often been found to produce discourse that manifests limited and non-native-like use of multiword expressions. One explanation for this is that adult L2 learners are relatively unsuccessful (in the absence of pedagogic intervention) at transferring multiword expressions from input texts to their own output resources. The present article reports an exploratory study where ESL learners were asked to re-tell a short story which they had read and listened to twice. The learners' re-tells were subsequently examined for the extent to which they recycled multiword expressions from the original story. To gauge the influence of the input text on these learners' renderings of the story, a control group was asked to tell the story based exclusively on a series of pictures. The results of the experiment suggest that multiword expressions were recycled from the input text to some extent, but this stayed very marginal in real terms, especially in comparison with the recycling of single words. Moreover, when learners did borrow expressions from the input text, their reproductions were often non-target-like.
Unconscious Motivation. Part I: Implicit Attitudes toward L2 Speakers
Author: Al-Hoorie, Ali H.
Date: 2016-00-00
Type: Journal Articles
Subjects: Second Language Learning,Second Language Instruction,English (Second Language),Individual Differences,Correlation,Tests,Reaction Time,Computer Assisted Testing,Personality Traits,Associative Learning,Attitude Measures,Arabs,Semitic Languages,Native Language,Foreign Countries,Negative Attitudes,Positive Attitudes,Statistical Analysis,Likert Scales,Factor Analysis

This paper reports the first investigation in the second language acquisition field assessing learners' implicit attitudes using the Implicit Association Test, a computerized reaction-time measure. Examination of the explicit and implicit attitudes of Arab learners of English (N = 365) showed that, particularly for males, implicit attitudes toward L2 speakers are associated with self-reported openness to the L2 group and with strength of correlations among attitudinal and motivational variables. Implicit attitudes also moderated important paths in the L2 Motivational Self System. The paper concludes that implicit attitudes seem to be a meaningful individual difference variable, adding a new dimension to our understanding of language motivation.
Classroom-Oriented Research from a Complex Systems Perspective
Author: Larsen-Freeman, Diane
Date: 2016-00-00
Type: Journal Articles
Subjects: Systems Approach,Action Research,Research Methodology,Second Language Learning,Second Language Instruction,Teaching Methods,Classroom Communication

Bringing a complex systems perspective to bear on classroom-oriented research challenges researchers to think differently, seeing the classroom ecology as one dynamic system nested in a hierarchy of such systems at different levels of scale, all of which are spatially and temporally situated. This article begins with an introduction to complex dynamic systems theory, in which challenges to traditional ways of conducting classroom research are interwoven. It concludes with suggestions for research methods that are more consistent with the theory. Research does not become easier when approached from a complex systems perspective, but it has the virtue of reflecting the way the world works.
Higher Education Teachers' Attitudes towards English Medium Instruction: A Three-Country Comparison
Author: Dearden, Julie
Date: 2016-00-00
Type: Journal Articles
Subjects: College Faculty,Teacher Attitudes,Language of Instruction,English (Second Language),Second Language Learning,Cross Cultural Studies,Foreign Countries,Interviews,International Education,Universities,Political Influences,Educational Environment,Comparative Analysis,Educational Policy,History,College Students,Language Proficiency,Foreign Students,Qualitative Research

We report on a small scale study carried out in Austria, Italy and Poland which investigated the attitudes of university teachers engaged in teaching their academic subject through the medium of English. The data consisted of 25 teacher interviews. We focused on the topics of internationalisation of universities, on policy and resourcing, and on the levels of English proficiency (theirs and those of their students) needed for effective English medium instruction (EMI). We also observed whether there were differences among the respondents from the three countries and attempted to relate any differences to the linguistic, educational and political context of each. Our findings suggest that whilst very similar concerns are in the minds of the teachers regardless of the country they were teaching in, some interesting variability in attitudes, relating to language and to history, could be detected. To our knowledge, this is the first study on EMI that compares teacher attitudes in three countries, hence its exploratory nature. Our findings would suggest that further research of such comparative kind might provide insights into how the phenomenon of EMI is being introduced and accepted across the world.
Corrective Feedback, Learner Uptake, and Feedback Perception in a Chinese as a Foreign Language Classroom
Author: Fu, Tingfeng
Date: 2016-00-00
Type: Journal Articles
Subjects: Error Correction,Feedback (Response),Second Language Learning,Second Language Instruction,Teacher Attitudes,Student Attitudes,Adult Students,Language Teachers,Teaching Methods,Video Technology,Classroom Communication,Metalinguistics,Language Usage,English,Native Language,Comparative Analysis,Mandarin Chinese,Questionnaires,Observation,Foreign Countries

The role of corrective feedback in second language classrooms has received considerable research attention in the past few decades. However, most of this research has been conducted in English-teaching settings, either ESL or EFL. This study examined teacher feedback, learner uptake as well as learner and teacher perception of feedback in an adult Chinese as a foreign language classroom. Ten hours of classroom interactions were videotaped, transcribed and coded for analysis. Lyster and Ranta's (1997) coding system involving six types of feedback was initially used to identify feedback frequency and learner uptake. However, the teacher was found to use a number of additional feedback types. Altogether, 12 types of feedback were identified: recasts, delayed recasts, clarification requests, translation, metalinguistic feedback, elicitation, explicit correction, asking a direct question, repetition, directing question to other students, re-asks, and using L1-English. Differences were noted in the frequency of some of the feedback types as well as learner uptake compared to what had been reported in some previous ESL and EFL studies. With respect to the new feedback types, some led to noticeable uptake. As for the students' and teacher's perceptions, they did not match and both the teacher and the students were generally not accurate in perceiving the frequency of each feedback type. The findings are discussed in terms of the role of context in affecting the provision and effectiveness of feedback and its relationship to student and teacher perception of feedback.