ethanporcaro/eric-fulltext-meta huggingface dataset:
Internationalization of Higher Education in University Institution Rankings: The Influence of National Culture
Author: Delgado-Márquez, Blanca L.
Date: 2012-00-00
Type: Journal Articles
Subjects: International Education,Higher Education,Reputation,Institutional Evaluation,Educational Quality,Cultural Influences,Models,Collectivism,Power Structure,Masculinity,Sex Fairness,Futures (of Society),Expenditures,Educational Finance,Statistical Analysis,Foreign Countries

Internationalization constitutes a widespread concept in the management literature and has recently begun to be applied to higher education institutions. While previous research has analyzed the relationship between national culture and corporate profit-oriented behavior, in this study, we focus on university institutions to investigate the influence of cultural dimensions on the internationalization of higher education. To achieve this, we (a) theoretically revise the conceptualization and assessment of cultural dimensions at the national level, (b) provide a theoretical background on the concept of internationalization of higher education institutions and its measurement through university institution rankings, and (c) empirically test whether cultural practices exert a significant influence on the internationalization patterns of university institutions. Our results reveal that most cultural practices exhibit a significant influence on the internationalization of higher education institutions.
Internationalisation of Higher Education in Southern Africa with South Africa as a Major Exporter
Author: Kwaramba, Marko
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,International Education,International Educational Exchange,Higher Education,Universities,International Trade,Foreign Students,Student Mobility,International Cooperation,International Programs,Global Approach,Statistical Analysis

This study investigates the extent to which South Africa has strategically marketed its educational services and positioned itself as the educational hub of Southern Africa. The analysis reveals that South African universities' export of higher education services has been modeled in line with three of the four modes of supply identified in World Trade Organisation's (WTO) General Agreement on Trade in Services (GATS). The country has utilized three modes modes of supply; cross-border supply, consumption abroad, and commercial presence, and as a result it has become the educational hub of Southern Africa. South Africa is competent in most education attraction factors hence the reason why it is the educational hub for Southern Africa. South Africa universities offers internationally recognised academic qualifications, is highly rated in terms of local availability of research and training institutions, quality of scientific research institutions, quality of overall infrastructure and institutions. The study further provides some policy suggestions as to how best South Africa and SADC countries can improve their respective higher education laws, regulations and strategies in order to attract more foreign students into their respective universities. Some of the possible regulations to enhance enrolment of regional citizens in the universities of member states includes are allowing students on study permit to also work in the country of study whilst studying without having to get a separate work permit, harmonising recognition of educational qualifications across the region thus making it easier for potential students from one regional country to apply and be accepted at a university in another country, and introduction (or increasing) of flexibility in studies for instance, through block release where students come for a limited period for face-to-face tuition.
Why Do Academics Use Academic Social Networking Sites?
Author: Meishar-Tal, Hagit
Date: 2017-02-00
Type: Journal Articles
Subjects: Social Media,Social Networks,Electronic Publishing,Use Studies,College Faculty,Questionnaires,Likert Scales,Teacher Researchers,Access to Information,Information Dissemination,Teacher Motivation,Self Esteem,Faculty Development,Sense of Community,Communities of Practice,Peer Relationship,Foreign Countries,Interprofessional Relationship,Statistical Analysis

Academic social-networking sites (ASNS) such as Academia.edu and ResearchGate are becoming very popular among academics. These sites allow uploading academic articles, abstracts, and links to published articles; track demand for published articles, and engage in professional interaction. This study investigates the nature of the use and the perceived utility of the sites for academics. The study employs the &quot;Uses and Gratifications&quot; theory to analyze the use of ASNS. A questionnaire was sent to all faculty members at three academic institutions. The findings indicate that researchers use ASNS mainly for consumption of information, slightly less for sharing of information, and very scantily for interaction with others. As for the gratifications that motivate users to visit ASNS, four main ones were found: self-promotion and ego-bolstering, acquisition of professional knowledge, belonging to a peer community, and interaction with peers.
Internationalization of Research
Author: Antelo, Absael
Date: 2012-00-00
Type: Journal Articles
Subjects: Higher Education,Research Projects,Educational Strategies,Leadership,Models,International Education,Universities,International Educational Exchange,Student Exchange Programs

Strategies used by institutions of higher learning for the internationalization of research represent a new reality in their operations. Universities actually use a variety of strategies to achieve some degrees of campus internationalization and their activities are limited to exchanges of students, faculty, and academic staff. Few institutions include in their academic missions indications about strategies for internationalization of research. There are also barriers precluding these activities, mainly related to conceptual, cultural, and curriculum approaches that faculty and university leadership holds in their own institutions. Two cases for the internationalization of research were discussed and analyzed. In addition, a model was developed in an effort to facilitate the internationalization of research. A process was outlined and the steps to follow were discussed. The literature related to the internationalization of research activities is limited and more research is needed in this area.
A Qualitative Analysis of Facilities Maintenance--A School Governance Function in South Africa
Author: Xaba, M. I.
Date: 2012-05-00
Type: Journal Articles
Subjects: Foreign Countries,Qualitative Research,Facilities Management,School Buildings,Governance,Semi Structured Interviews,Principals,Assistant Principals,Administrator Attitudes,Coordinators,Educational Facilities Planning,School Maintenance,Elementary Schools,Secondary Schools

I analysed school facilities maintenance, a school governance function in South Africa. Qualitative interviews were conducted with 13 principals and three deputy principals as coordinators of this function at their schools. The interviews were purposively and conveniently selected to gather data regarding school facilities maintenance and gain insight into the challenges this function presents to schools and their governing bodies. Findings indicate that schools generally do not have organisational structures for planned facilities maintenance, nor do they have policies on facilities maintenance. Evidence of facilities maintenance at schools mainly relates to concerns with facilities repairs, (mostly &quot;as the need arises&quot;) and general campus cleanliness; mostly with emergency and corrective forms of maintenance as opposed to crucial preventive maintenance. Therefore, there is a need for interim facilities maintenance committees and, in the long term, a whole-school approach to facilities maintenance that makes facilities maintenance a strategic lever for school functionality.
Scale Development for Pre-Service Mathematics Teachers' Perceptions Related to Their Pedagogical Content Knowledge
Author: Bukova-Güzel, Esra
Date: 2013-00-00
Type: Journal Articles
Subjects: Preservice Teachers,Mathematics Teachers,Teacher Attitudes,Pedagogical Content Knowledge,Elementary School Teachers,Secondary School Teachers,Teacher Education Programs,Foreign Countries,Factor Analysis,Correlation,Causal Models,Mathematics Instruction

The purpose of this study is to develop a scale to determine pre-service mathematics teachers' perceptions related to their pedagogical content knowledge. Firstly, a preliminary perception scale of pedagogical content knowledge was constructed and then administered to 112 pre-service mathematics teachers who were enrolled in a mathematics teacher education programme. Exploratory and confirmatory factor analysis, item analysis, correlation analysis, internal consistency and descriptive statistic techniques were used to analyse the data. Then validity and reliability of the scale were investigated. The analyses resulted in the development of a five-factor scale of 17 items that was proved valid and reliable. We contend that the scale developed has the merit to contribute to pre-service teachers' self-awareness by revealing their perceptions regarding their pedagogical content knowledge.
Including the Gifted Learner: Perceptions of South African Teachers and Principals
Author: Oswald, Marietjie
Date: 2013-02-00
Type: Journal Articles
Subjects: Foreign Countries,Academically Gifted,Qualitative Research,Elementary School Teachers,Principals,Teacher Attitudes,Administrator Attitudes,Primary Education,Semi Structured Interviews,Content Analysis,Focus Groups,Inclusion,Individualized Instruction,Outcome Based Education,Barriers

We report the findings of a qualitative study embedded in an interpretive paradigm to determine the perceptions of South African primary school teachers and principals regarding the inclusion of learners considered gifted. Eight principals and 16 classroom teachers in the Foundation Phase (Grades 1-3) in public primary schools situated in communities that were representative of the different socio-economic and language groups in the Western Cape province participated in the study. Qualitative data collection methods included in-depth individual semi-structured interviews with the eight principals and two semi-structured focus group interviews with the 16 classroom teachers. Qualitative content analysis revealed the following themes: inclusive education and the learner who is gifted; curriculum differentiation; obstacles to curriculum differentiation; and possible solutions for more effectively including the gifted learner. Despite their diversity in terms of culture, language and positioning by the previous apartheid regime, the participants acknowledged the marginalisation by default of gifted learners. Gifted learners were most often those who were not receiving appropriate education and support and data suggested that a particular drive for the inclusion of gifted learners was absent in the agenda of education authorities.
An Observational Study of Peer Learning for High School Students at a Cybersecurity Camp
Author: Pittman, Jason M.
Date: 2016-05-00
Type: Journal Articles
Subjects: Peer Relationship,Cooperative Learning,High School Students,Observation,Grade 9,Grade 10,Grade 11,Grade 12,Communities of Practice,Instructional Design,Internet,Computer Security,Information Security,Computer Networks,Day Camp Programs

This paper reports on the design and implementation of a cybersecurity camp offered as a cybersecurity learning experience to a group of female and male high school students. Students ranged in grade level from freshmen to senior. Student demographics, including any existing pre-requisite knowledge, were unknown to camp designers prior to the start of the camp. Such unknowns presented five design constraints that required lateral solutions to address. Chiefly, a peer learning design was deployed that allowed participants to self-organize and autonomously explore learning within secure systems administration, network security, and cryptography. Furthermore, camp participants were provided with three objects to guide the peer learning objective: a booklet containing fundamental commands within the camp knowledge areas, a Xubuntu virtual machine as a digital playground, and a digital scavenger hunt game to reinforce acquired knowledge. Observational data indicate that peer learning was a successful pedagogy. Further, the results demonstrate compelling knowledge and behavioral flows amongst participants. Accordingly, this paper goes on to suggest a Community of Practice (CofP) as an organizational umbrella to support ongoing peer learning in the cybersecurity field. The paper also calls for future research to support the development of peer learning and CofP structures to support cybersecurity education.
International Education in Japan: Response of the Grass-Eaters
Author: Carpenter, Walter
Date: 2012-00-00
Type: Journal Articles
Subjects: Foreign Countries,College Students,Study Abroad,Student Characteristics,Student Attitudes,Generational Differences,Student Interests,Academic Degrees

This paper reviews some of the reasons why a majority of Japanese university students are not interested in study-abroad, international-education type programs. A general consensus in Japan is that disinterest in studying abroad is reflective of the values held by many Japanese young people, often referred to as the &quot;grass-eating&quot; generation. A &quot;grass eater,&quot; as defined by the Japanese grass-eater image, is a docile, nonassertive person; someone who desires and is fully content with a passive, stress-free, calm, routine-filled, lifestyle. Grass-eaters are an important and identifiable sub-section of the current Japanese youth scene. A large proportion of this generation are looking for alternative ways to complete higher education.
South African Physical Sciences Teachers' Perceptions of New Content in a Revised Curriculum
Author: Ramnarain, Umesh
Date: 2013-02-00
Type: Journal Articles
Subjects: Foreign Countries,Physical Sciences,Teacher Attitudes,Curriculum Development,Secondary School Curriculum,Relevance (Education),Educational Benefits,Pedagogical Content Knowledge,Teacher Competencies,Teaching Skills,School Location,Student Diversity,Educational Resources,Mixed Methods Research,Questionnaires,Interviews,Secondary School Teachers

This paper reports on South African teachers' perceptions of the educational value of new topics in a revised physical sciences high school curriculum, their content knowledge competency of these topics, and their pedagogical content knowledge in teaching them. In view of the historical inequalities of the South African education system, a focus of the study was comparison of these perceptions of teachers based at schools which are diverse in terms of location, student population, and availability of resources. We adopted a mixed methods approach in collecting and analysing data from a large-scale survey of teachers through a structured questionnaire, and followed this with interviews with 10 teachers in seeking more in-depth explanations of the findings. The study revealed that teachers at township and rural schools previously designated for black students, and suburban and city schools previously reserved for white students, have a positive perception of the new topics introduced into the revised curriculum. However, teachers at all these schools expressed uncertainly as to their content knowledge and pedagogical knowledge of the new topics.
Honor Code/Code of Conduct in International Institutions of Higher Education
Author: Alahmad, Ala'
Date: 2013-00-00
Type: Journal Articles
Subjects: Ethics,Educational Practices,Universities,Higher Education,Foreign Countries,Integrity,College Students,Cheating,Ethical Instruction,School Policy,Information Dissemination,Questionnaires,Deans,Administrator Attitudes,Statistical Analysis

In today's society, students are faced with many ethical decisions about which they are uncertain. Unfortunately, many of these problems are rooted not only in their academic lives, but also in the workplace. These problems stem from a lack of knowledge concerning decision-making. This problem presents an actual global dilemma. Codifying ethics in the workplace and in higher education can be an important step to promote integrity and eliminate such behavior. In some universities students know that if they are caught cheating, they would disappoint their family, damage their reputations with their professors, and possibly leave a stain on their academic transcripts (Showghi, 2004). Nevertheless, the existence of these kinds of codes of ethics cannot guarantee that students all over the world will not commit academic dishonesty. For many of these students the burden of academic integrity begins within the educational institutions. The values taught and exhibited by professors, administrators, and faculty can later be instilled within the student and carried forward to their professional and workplace lives.
National Language Policy and Its Impacts on Second Language Reading Culture
Author: Azmi, Mohd Nazri Latiff
Date: 2013-00-00
Type: Journal Articles
Subjects: Foreign Countries,Language Planning,Second Language Learning,English (Second Language),Educational Policy,Public Policy,Reading Habits,Primary Education,Elementary School Students,Barriers,Outcomes of Education,Qualitative Research,English Teachers,Questionnaires,Semi Structured Interviews,Reading Instruction,Official Languages

This research concentrates on Malaysian language policy and its impacts on the development of English language (regarded as a second language in Malaysia) specifically on reading culture. The main objectives of this research are to investigate the weaknesses and strengths of the policy and also to come out with recommendations to improve the implementations of the policy. This qualitative research involves 345 experienced English language teachers and 11 experts who were asked to answer open-ended questionnaire and semi-structured interviews. The findings show that policy has not yet achieved its goal to build English language reading culture among primary schools students due to several constraints and it needs some betterment in terms of the implementations.
People's Education (for People's Power)--A Promise Unfulfilled
Author: Mathebula, Thokozani
Date: 2013-02-00
Type: Journal Articles
Subjects: Foreign Countries,School Administration,Leadership Styles,Participative Decision Making,Transformational Leadership,Democracy,Democratic Values,Citizen Participation,Constitutional Law,Civil Rights Legislation,Educational Policy,Citizenship Education,Governance,Educational Legislation

The central feature of Athenian citizens' rights, that is, people's participation in government, is also enshrined in the South African Constitution. This article argues for the Athenian style of participatory democracy as a viable model of participation in governing South African schools. The author claims that &quot;people's education&quot;, which had its origins in the principles of the Freedom Charter--was diluted during the negotiations for South Africa's new democratic government. As a result, the political and educational ideal of &quot;people's education&quot; for &quot;people's power&quot; has given way to democratic elitism in post-apartheid South African schools.
Sex, Affect, and Academic Performance: It's Not What You Think
Author: Lewine, Rich
Date: 2011-07-00
Type: Journal Articles
Subjects: Undergraduate Students,Depression (Psychology),Academic Achievement,Severity (of Disability),Females,Gender Differences,Intervention,Measures (Individuals),Grade Point Average,Correlation,Data Analysis,Statistical Significance

The academic impact of serious depression among college students is beginning to receive increased attention in the research literature. In contrast, we know very little about the affect of mild depression, or dysphoria, on academic performance. This study examines the relationship of baseline dysphoria in 188 students to five measures of academic performance following baseline. Results suggest that even mild dysphoria is associated with poorer academic performance among, paradoxically, academically stronger female students. We discuss the importance of attending to this group of students who are often overlooked because they are relatively high achievers, but who may benefit from short-term, low-level intervention.
Social Networks and the Building of Learning Communities: An Experimental Study of a Social MOOC
Author: de Lima, Mariana
Date: 2017-02-00
Type: Journal Articles
Subjects: Online Courses,Large Group Instruction,Educational Technology,Technology Uses in Education,Social Networks,Communities of Practice,Student Behavior,Student Participation,Statistical Analysis,Case Studies,Network Analysis,Surveys,Foreign Countries,Spanish,Higher Education

This study aimed to analyze the student's behaviour in relation to their degree of commitment, participation, and contribution in a MOOC based on a social learning approach. Interaction data was collected on the learning platform and in social networks, both of which were used in the third edition of a social MOOC course. This data was then studied via statistical methods and analysis of social networks. This study assumes that social communities would arise around the course, would remain over time, and that participants would even contribute with new proposals. The findings indicated that social learning communities are built and continue only while the course is open and while the teachers are involved in fostering participation. Although this study is limited, the design criteria of the course, the pedagogical model on which this is supported, and the methods applied for this analysis provide other researchers and educators with clues for better understand the dynamic process of social learning in social MOOCs.
Introducing Ethical, Social and Environmental Issues in ICT Engineering Degrees
Author: Miñano, Rafael
Date: 2015-00-00
Type: Journal Articles
Subjects: Ethics,Engineering Education,Information Technology,Higher Education,Sustainability,Guidelines,Undergraduate Students,Foreign Countries,Social Problems,Holistic Approach,Social Responsibility,Elective Courses,International Cooperation,Teaching Methods,Student Evaluation,Evaluation Methods,Course Content,Educational Cooperation,Program Descriptions

This paper describes the experience of introducing ethical, social and environmental issues in undergraduate ICT engineering degrees at the Universidad Politécnica de Madrid. The experience before the Bologna Process was concentrated on developing elective courses related mainly on the field of the International Development Cooperation. The integration of those topics within the current ICT engineering curricula, adapted to the European Higher Education Area framework, has significantly improved. It reaches all of our students, as the programs include compulsory courses which focus on ethical and social issues, and these topics have to be considered when carrying out the Final Year Project. A holistic and comprehensive approach is being implemented, with a broad view of professional responsibility and sustainability. Appropriate contents, teaching methodologies and assessment methods have been aligned in order to make our students' training more effective. The result is an example of both bottom-up and top-down approach. It has been positively influenced by the European Higher Education Area framework and some external recommendations. However, the significant contribution regarding motivation, drive and previous experience of the teachers involved has been essential.