scholarly journals Environmental (Art) Design VS Interior and Spatial Design: A dialogue between Chinese and Italian design disciplines

2020 ◽  
Vol 179 ◽  
pp. 01008
Author(s):  
Yeqiu Yang ◽  
Luca Guerrini
Keyword(s):  
Higher Education ◽  
Current Status ◽  
Environmental Art ◽  
Degree Programs ◽  
Spatial Design ◽  
Common Basis ◽  
Teachers And Students ◽  
Art Design ◽  
Italian Design ◽  
The Relationship

The relationship between China and Italy has ever been stronger for academic exchanges to flourish. Vital exchange of teachers and students among design universities has soared to paramount levels. With this, beginning in 2007, both Chinese and Italian higher education institutions have established the ‘double master’s degree programs in design’, with the corresponding degrees being ‘environmental (art) design’ and ‘interior and spatial design’ respectively. Meanwhile, there are great strides, followed by demands to strengthen the understanding of the respective cultures, language, and methods of both design institutions. This article aims to assist and facilitate a dialogue of understanding between the two design cultures by analyzing the current status and the evolution of their disciplines in both nations. This research may provide a common basis for the innovation in the field in both countries and contributing useful theoretical notions for the education of design.

Cultivating Practice: Ensuring Continuity, Acknowledging Change

2018 ◽  
Vol 40 (1) ◽  
pp. 43-47 ◽  
Author(s):  
Lauren Herckis
Keyword(s):  
Higher Education ◽  
Dynamic Change ◽  
Degree Programs ◽  
Mixed Methods Approach ◽  
Faculty Identity ◽  
Teaching Goals ◽  
Change In Higher Education ◽  
Applied Approach ◽  
The Relationship ◽  
Dynamic Moment

This article presents the results of ethnographic and survey research conducted as part of a project designed to identify barriers and affordances to the adoption of evidence-based instructional practices in higher education. It focuses particularly on the role that faculty identity plays in approaches to teaching. The mixed-methods approach used in this study facilitates an exploration of the relationship between faculty identity and instruction. This is a time of dynamic change in higher education as a whole and in the practice of anthropology. An applied approach provides guidance for anthropology departments seeking to meet the challenges of this dynamic moment. Results of this study have clear implications for anthropology degree programs and teaching goals, as well as the evolution of the field of practice in anthropology.

Providing a ‘point of entry’: Approaches to framing sustainability in curriculum design in Higher Education

2020 ◽  
pp. 1-13
Author(s):  
Orana Sandri
Keyword(s):  
Higher Education ◽  
Transformative Learning ◽  
Curriculum Design ◽  
Student Experiences ◽  
Degree Programs ◽  
Research Attention ◽  
Higher Education Curriculum ◽  
Effective Learning ◽  
Point Of Entry ◽  
Teachers And Students

Abstract The rationale for including sustainability in Higher Education curriculum has been made clear, yet how to facilitate effective learning in this field has received less research attention. This article focuses on approaches to the ‘framing’ of sustainability in curriculum design as a tool for educators to contextualise sustainability concepts and practices to engage learners within traditional disciplines where sustainability studies are still relatively novel, and therefore, not embedded within existing disciplinary ‘frames’. The article draws together findings from a qualitative study of four undergraduate sustainability courses to provide initial insight into different framings of sustainability and student experiences within the courses. Drawing on an analysis of empirical data and theory, this article argues that the way sustainability is framed may assist in addressing barriers in the uptake of sustainability by teachers and students in Higher Education. Framing has the potential to support student engagement with sustainability courses and the integration of sustainability within degree programs and professional practices. The findings also indicate that framing, and its effect on learning, are shaped by both the presentation of content and also, more importantly for transformative learning, the pedagogy underpinning the curriculum design.

Davids, Nuraan, and Yusef Waghid. Teaching, Friendship and Humanity. Springer Briefs in Citizenship Education for the 21st Century. Springer, 2020.

2021 ◽  
Vol 3 (2) ◽  
pp. 61-68
Author(s):  
Thiago Gehre Galvão
Keyword(s):  
Higher Education ◽  
Citizenship Education ◽  
Educational Aspirations ◽  
Emotional Experiences ◽  
Mutual Respect ◽  
Roles And Responsibilities ◽  
The World ◽  
Teachers And Students ◽  
Communal Living ◽  
The Relationship

The newest book of Nuraan Davids and Yusef Waghid Teaching, Friendship and Humanity has been a landmark of philosophy and theory in the higher education debate, focusing on the relationship among love, education, and democracy practices. Inspired by their “love for education” (p. vii), the authors address teachers’ and students’ roles and responsibilities in making education a path to social change. The authors depart from a democratic educational citizenship framework that values “civic engagement, communal living, mutual respect, and equalisation of voice” (p. ix) in their analysis. They present an innovative pedagogic approach that makes sense of emotional experiences of nurturing loving educational encounters through openness to empathy, wondering and the ability for inner change. For the authors: “when teachers and students love the world on the basis of their educational aspirations, they commit themselves to embark on encounters that can bring about significant and valuable changes in the world” (p. ix).

scholarly journals Desarrollo del pensamiento, enfoque dialógico crítico y filosofía en ciencias

2018 ◽  
Vol 7 (3) ◽  
pp. 58
Author(s):  
Javier Eduardo Mora Calderón ◽  
Mawency Vergel ◽  
José Joaquín Martínez Lozano
Keyword(s):  
Higher Education ◽  
Philosophy Of Science ◽  
Qualitative Approach ◽  
Quantitative Approach ◽  
Statistical Methodology ◽  
Critical Approach ◽  
The World ◽  
Teachers And Students ◽  
Dialogic Approach ◽  
The Relationship

Desde la antropología del mundo y la filosofía hay que repensar las prácticas y cómo se articulan con narrativas, y modelos que muestren visibilidades e invisibilidades presentes en la educación superior.  La investigación se realizó con estudiantes de estadística de universidades del Departamento Norte de Santander. Objetivo: analizar la relación entre la implementación del enfoque dialógico crítico y el desarrollo del pensamiento variacional de los estudiantes.  Método: La investigación siguió un enfoque cuantitativo correlacional, de tipo campo, apoyado en un enfoque cualitativo. Resultados: Se estableció una correlación significativa entre la implementación del enfoque dialógico-crítico por parte de los profesores y la percepción de los estudiantes en su aplicación en los momentos pedagógicos, y entre metodología y desarrollo de pensamiento variacional; estadios perceptual, aprehensivo, comprensivo y evaluativo se presentan en  el logro de competencias. Conclusión: El enfoque dialógico crítico incide en el desarrollo del pensamiento variacional de los estudiantesAbstractFrom anthropology and philosophy of the world must think the practices and how they articulate with narratives, and models that show visibilities and invisibilities present in higher education. The research was conducted with students from universities statistics North Santander Department. Objective: To analyze the relationship between the implementation of critical dialogic approach and the development of variational thinking of students. Method: The research was a correlational quantitative approach, field type, leaning on a qualitative approach. Results: the existence of a significant correlation between the implementation of dialogic-critical approach by teachers and students perception of their application in teaching moments was established, and correlation between methodology and development of variational thought was found; Perceptual, apprehensive, comprehensive and evaluative stages are presented in the achievement of competences. Conclusion: The critical dialogic approach affects the development of variational thinking of students. Keywords: higher education, variational thinking, statistical methodology, philosophy of science 

scholarly journals Challenges and Professional Development Needs of EMI Lecturers in Omani Higher Education

SAGE Open ◽  
2021 ◽  
Vol 11 (4) ◽  
pp. 215824402110615
Author(s):  
Awad Alhassan
Keyword(s):  
Higher Education ◽  
Professional Development ◽  
Teacher Education ◽  
Qualitative Methodology ◽  
Degree Programs ◽  
Teacher Challenges ◽  
Teachers And Students ◽  
Professional Development Needs ◽  
English Medium Instruction ◽  
And Training

English Medium Instruction (EMI) has been increasingly used in higher education institutions (HEIs) in the Sultanate of Oman, and the English-taught degree programs have been offered in different disciplines. The adoption of EMI seems to have potential challenges for both teachers and students. While previous EMI studies have attempted to identify and classify these challenges, particularly those of EMI students, little research thus far seems to have focused on EMI subject teacher challenges and training needs. The present study fills this gap by exploring the issue in the Omani EMI tertiary context with a view to better informing EMI teacher education and professional development. A qualitative methodology, with both interviews and classroom observations, was adopted. The data was coded and analyzed thematically and inductively. Results showed that participants encountered both linguistic and pedagogical challenges. Participants also reported their needs for training and professional development. Pedagogical implications and recommendations for EMI content teacher education and professional development are presented and discussed.

The Nature of (Arts) Entrepreneurial Action

2021 ◽  
pp. 96-116
Author(s):  
Linda Essig
Keyword(s):  
Higher Education ◽  
Training Programs ◽  
National Endowment ◽  
Degree Programs ◽  
Entrepreneurship Training ◽  
Entrepreneurship Research ◽  
Creative Practice ◽  
The Arts ◽  
Entrepreneurial Action ◽  
The Relationship

There seems little doubt that educators, policymakers, and artists themselves are paying attention to the relationship between creative practice and entrepreneurship. Over 150 US institutions of higher education provide hundreds of offerings related to arts entrepreneurship, ranging from courses to degree programs and guest speakers to robust venture incubation programs. State arts agencies have developed arts entrepreneurship training programs, and the National Endowment for the Arts has thus far initiated three national arts entrepreneurship research labs. Given this interest, this essay examines what it is that artists actually do – the actions they take — in the relationship between entrepreneurship and their creative practice.

International higher education brand alliance: the role of brand fit and world-mindedness

2021 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Kyung-Min Kim ◽  
Benjamin Nobi ◽  
Sangwon Lee ◽  
Chad Milewicz
Keyword(s):  
Higher Education ◽  
Degree Programs ◽  
Brand Alliances ◽  
Content Type ◽  
Brand Alliance ◽  
Brand Quality ◽  
Value Perceptions ◽  
Emotional Value ◽  
Dual Degree ◽  
The Relationship

PurposeThis research investigates three major research questions. First, how does brand alliance type, defined by a partner's location and brand quality, affect consumers' emotional value perceptions of higher education brand alliances for dual-degree programs? Second, does perceived brand fit mediate the relationship between brand alliance type and emotional value perceptions? Third, do individual differences in world-mindedness moderate the influence of brand alliance type on emotional value perceptions?Design/methodology/approachIn total, two experiments are performed. Experiment one examines the effect of brand alliance type, at varying combinations of partner brand quality and partner location (domestic or foreign), on consumers' emotional value perceptions. Experiment two examines the moderating role of world-mindedness in the relationship between brand alliance type and consumers' emotional value perceptions.FindingsResults provide evidence that consumers' perception of brand fit mediates the relationship between brand alliance type and consumers' emotional value perceptions of the alliance. Results also indicate that world-mindedness moderates the relationship between brand alliance type and emotional value perceptions.Originality/valueThis research extends the previous literature on higher education dual-degree brand alliances and introduces world-mindedness as an important consumer-based characteristic to consider in this line of research. It answers calls for more research on higher education branding and calls for research into the potential mediating role and importance of brand fit. It provides several theoretical and managerial implications relevant to the higher education brand alliances, particularly in dual-degree programs.

scholarly journals Chinese-Foreign Dual Degree Education Programs: Problems and Developments

2019 ◽  
Vol 2 (4) ◽  
pp. p58
Author(s):  
Xiaoyu Luo
Keyword(s):  
Higher Education ◽  
Current Status ◽  
Chinese Higher Education ◽  
Degree Programs ◽  
Coordinated Development ◽  
Microsoft Excel ◽  
Guarantee System ◽  
Development Countermeasures ◽  
Dual Degree ◽  
Gis Software

This study researches the current status, problems, and development countermeasures of Chinese-foreign dual degree programs in Chinese higher education by using Microsoft Excel and geographic system information (GIS) software, including their types of degree, geographical distribution, and collaborative partners. The result shows a reasonable reginal distribution of Chinese-foreign dual degree program in higher education is a strong guarantee to promote the coordinated development of higher education. How to establish a common quality guarantee system and make the cooperation certificate-oriented is also need to further research.

The next generation: Experiences of higher educated Turkish-Dutch on The Hague labour market

2014 ◽  
Vol 11 (2) ◽  
pp. 206-217
Author(s):  
Karijn G. Nijhoff
Keyword(s):  
Higher Education ◽  
Qualitative Study ◽  
Labour Market ◽  
Education System ◽  
Minority Groups ◽  
Personal Characteristics ◽  
Market Positioning ◽  
The Hague ◽  
The Relationship ◽  
Dutch City

This paper explores the relationship between education and labour market positioning in The Hague, a Dutch city with a unique labour market. One of the main minority groups, Turkish-Dutch, is the focus in this qualitative study on higher educated minorities and their labour market success. Interviews reveal that the obstacles the respondents face are linked to discrimination and network limitation. The respondents perceive “personal characteristics” as the most important tool to overcoming the obstacles. Education does not only increase their professional skills, but also widens their networks. The Dutch education system facilitates the chances of minorities in higher education through the “layering” of degrees. 

EXTERNAL INDEPENDENT EVALUATION IN ENGLISH AS A CRITERION FOR ADMISSION TO MASTER`S DEGREE PROGRAMS IN UKRAINE: PROBLEMS AND PERSPECTIVES

2020 ◽  
Vol 94 (1) ◽  
pp. 39-50
Author(s):  
Л. Е. Бєловецька
Keyword(s):  
Higher Education ◽  
Language Proficiency ◽  
Teaching And Learning ◽  
English Language ◽  
English Proficiency ◽  
Educational Process ◽  
International Standards ◽  
Degree Programs ◽  
Scientific Publications ◽  
Independent Evaluation

The problem of external independent evaluation in English for admission Master`s degree programs in Ukraine is considered in the article. The perspective for further improvement of English teaching and learning standards at Ukrainian universities has been found. The correspondence to the CEFR basic levels and English proficiency has been identified. Conceptual Principles of State Policy on the Development of English in the Field of Higher Education are considered. The study included 1546 participants. The age of students, who studied to gain the first higher education, was between 17 and 20. The students were not familiar with the structure of External Independent Evaluation and they have never passed it. The research was carried out during the period 2018–2019. The relevance of English language competence in the professional context is noted emphasized as a key point of the presented research. The necessity to provide a sufficient competitive level for Ukrainian graduates through improving correspondent English language training has been considered. The study is based on a study of reports by British experts and contemporary scientific publications presented international researchers have focused on the problems of internationalization and perspectives for Ukrainian universities in the English language dimension. The relevance of studying and adaptation of the UK higher education successful practice has been highlighted. The problems and potential ways of improving students` English language proficiency in the given context are identified. In particular, the study contains important recommendations regarding the number of contact hours and the required levels of English proficiency for the main groups of participants in the educational process in higher education according to international standards.

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