scholarly journals Book Review on Global Demand for Borderless Online Degrees

2021 ◽  
Vol 17 (4) ◽  
pp. 0-0
Keyword(s):  
Higher Education ◽  
International Students ◽  
Institutions Of Higher Education ◽  
Online Degrees ◽  
Global Demand ◽  
International Audience

Dr. Hogan has pinpointed a much-needed discussion about the nature of online degrees. The idea of borderless degrees is interesting and in need of exploration. Currently most degrees are location specific, and international students, while able to access these degrees, often find the curriculum is not designed in a way as to be applicable to an international audience. The book examines the historical roots of higher education and traces the development of institutions of higher education as they have evolved.

Book Review: Democratic Education in an Age of Difference: Redefining Citizenship in Higher Education

NASPA Journal ◽  
1999 ◽  
Vol 36 (2) ◽  
Author(s):  
Jillian Kinzie
Keyword(s):  
Higher Education ◽  
Democratic Education ◽  
Philosophy Of Education ◽  
Cultural Pluralism ◽  
Institutions Of Higher Education ◽  
Educational Value

The influence of John Dewey's philosophy of education - most notably, emphasizing the educational value of experience and service, situating learning in community, and promoting a faith in cultural pluralism - is evident in recent calls for institutions of higher education to strengthen to the larger community and to promote multiculturalism (Gamson, 1997).

Improving Services for International Students by Understanding Differences Between Japanese and United States Culture and Educational Systems

1999 ◽  
Vol 19 (1) ◽  
pp. 22-28
Author(s):  
Diane E. Oliver
Keyword(s):  
Higher Education ◽  
United States ◽  
Secondary Education ◽  
International Students ◽  
Adolescent Development ◽  
Cross Cultural ◽  
Educational Systems ◽  
Institutions Of Higher Education

This article is presented to help advisors gain a better understanding of international students; specific emphasis is given to students who have received their secondary education in Japan. Major topics covered are a) differences between the Japanese and U.S. educational systems, b) the complexities of cross-cultural communications, and c) universal concepts in adolescent development. Problems experienced by international students attending U.S. institutions of higher education often fall into at least one of these areas.

scholarly journals Book Review: Resilient Universities: Confronting Changes in a Challenging World

2016 ◽  
Vol 2 (1) ◽  
Author(s):  
Bettina Brockerhoff-Macdonald
Keyword(s):  
Higher Education ◽  
North America ◽  
Paradigm Shift ◽  
Institutions Of Higher Education

This collection of essays, in Resilient Universities: Confronting Changes in a Challenging World, provides a concise and in-depth overview of the current pressures facing institutions of higher education in light of a perceived paradigm shift in North America as well as Europe.

Distance Learning Course Design

2018 ◽  
pp. 1-16 ◽  
Author(s):  
Jillian L. Wendt ◽  
Deanna Nisbet ◽  
Amanda Rockinson-Szapkiw
Keyword(s):  
Higher Education ◽  
Distance Learning ◽  
International Students ◽  
Best Practices ◽  
Culturally Responsive ◽  
Course Design ◽  
Institutions Of Higher Education ◽  
Preliminary Research ◽  
Practical Implications ◽  
The U.S

Research has extensively provided insight regarding best practices for designing distance learning courses at U.S. institutions of higher education. However, with the increase in course offerings to students abroad and with the documented challenges that international students enrolled in U.S. courses face, it is important to consider whether current frameworks for course design support the needs of international learners. Unfortunately, little research exists that examines this facet of culturally responsive course design and development. This chapter presents what is currently understood regarding international learners enrolled in U.S. courses, an overview of the most widely utilized frameworks for course design in the U.S. context, what preliminary research suggests regarding support for international learners, and practical implications and areas in need of further exploration.

scholarly journals Book Review

2014 ◽  
Vol 2 (1) ◽  
Author(s):  
Winifred Oluchukwu Eboh
Keyword(s):  
Higher Education ◽  
International Students ◽  
Teaching And Learning ◽  
Cross Cultural ◽  
Cultural Teaching ◽  
Pedagogy And Curriculum

Cross-Cultural Teaching and Learning for Home and International Students - Internationalisation of Pedagogy and Curriculum in Higher Education

scholarly journals More than learning English? The impact of university intensive English language program attendance on international student academic achievement

2021 ◽  
Vol 29 ◽  
pp. 43
Author(s):  
Adam T. Clark ◽  
Dianna Lippincott ◽  
Jeongeun Kim
Keyword(s):  
Higher Education ◽  
Academic Achievement ◽  
International Students ◽  
Higher Education Policy ◽  
International Student ◽  
English Language ◽  
The United States ◽  
Institutions Of Higher Education ◽  
Intensive English ◽  
The Impact

This study frames intensive English language programs (IEPs) in institutions of higher education as potential vehicles for social justice among marginalized international students. In this study we examine the differences in academic achievement between international students who enter a university through an English proficiency test and those who pass through an IEP. We compared both populations through nearly 900 cases, out of a sample of 4888, who had similar language proficiency at the time of enrolling at a large research-intensive university in the Southwest of the United States. The results revealed great similarity between the populations of students indicating that as an intervention-style program, the IEP was successful in meeting the linguistic and academic needs of the students. The study also revealed potential implications for higher education policy in ensuring both program quality and benefit to students. The paper also raises issues of equity in terms of the lack of analysis in long-term outcomes for these types of programs compared to other interventions, the need for expansion of international student data collection by institutions of higher education and overall transparency in pre-university programs.

scholarly journals Educating Chinese, Japanese, and Korean International Students: Recommendations to American Professors

2013 ◽  
Vol 3 (1) ◽  
pp. 10-16
Author(s):  
Shelly R. Roy
Keyword(s):  
Higher Education ◽  
Emotional Intelligence ◽  
International Students ◽  
Learning Experiences ◽  
Learning Difficulties ◽  
Discourse Markers ◽  
Institutions Of Higher Education ◽  
The Us ◽  
Key Concepts ◽  
Korean International Students

This paper discusses the unique barriers and learning difficulties encountered by Chinese, Japanese, and Korean international students when they study at institutions of higher education in the US. These learning difficulties arise because of inability of some American professors to use discourse markers, summarize at the end of lectures, write key concepts on the blackboard, etc. (Cox & Yamaguchi, 2010; Huang, 2004; Huang & Brown, 2009; Lee & Carrasquillo, 2006). The author argues that by using emotional intelligence (Goleman, 1998), the creating mind (Gardner, 2007), and the respectful mind (Gardner, 2007), American professors institutions of higher education in the US can enhance the learning experiences of their international students.

International Students and Academic Misconduct

2017 ◽  
pp. 286-305
Author(s):  
Susan Boafo-Arthur ◽  
Kathleen E. Brown
Keyword(s):  
Higher Education ◽  
International Students ◽  
Academic Integrity ◽  
International Student ◽  
Academic Misconduct ◽  
General Description ◽  
Institutions Of Higher Education ◽  
Technological Advancement ◽  
Situational Variables

The incidence of academic misconduct among students at institutions of Higher Education (HEIs) is rising to epidemic proportions. Technological advancement makes it easier for students to engage in acts that violate Academic Integrity (AI), yet the same technology does not necessarily make it easier for instructors to detect misconduct. Compounding the problem is the apparent difficulty in establishing a general description for acts that constitute academic misconduct. Creating a consistent definition has been fraught with issues, although cheating and plagiarism are seen as common behaviors that violate AI. The literature indicates that international students are particularly prone to acts of academic misconduct such as plagiarism. Theories have been espoused to gain further understanding and clarity on why misconduct may be prevalent among international student populations. This chapter explores literature on the personal, cultural, and situational variables that are often implicated in international student's academic misconduct and reviews initiatives used to curtail such behavior.

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