scholarly journals Internationalization initiatives in U.S. institutions of higher education : the impact observed by a school of music

2018 ◽  
Author(s):  
◽  
Brooke A. DeArman
Keyword(s):  
Higher Education ◽  
International Students ◽  
Intercultural Communication ◽  
Institutions Of Higher Education ◽  
Critical Approach ◽  
Domestic Students ◽  
School Of Music ◽  
Intellectual Abilities ◽  
Emerging Themes ◽  
The Impact

This qualitative study was designed to evaluate the impact internationalization initiatives in U.S. institutions of higher education have had on a school of music. The critical approach of intercultural communication served as the conceptual framework to guide understanding of internationalization initiatives or efforts within higher education institutions toward preparing students, in particular music graduates, for the global society (Issa, 2015). Data collected from questionnaires and interviews with various stakeholders, organizational documents and the institution's website provided a more thorough understanding of the approach to, and challenges and benefits of internationalization initiatives in a school of music. This data was coded for consistencies and emerging themes in terms of approaches to, challenges, and benefits. The results of this study could create social change for society and communities in better understanding the impact of internationalization initiatives implemented within higher education music departments toward enhancing the artistic and intellectual abilities and contributions of individuals, institutions, and the field of music as a whole. Findings from this study will also inform practices of administrators of music departments within higher education toward attracting and preparing international students as well as preparing current domestic students for a globalized society.

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 Development of Intercultural Competence as a Result of Internationalization-at-Home Initiatives in Japan's Top Global Universities

2020 ◽  
Vol 11 (Winter) ◽  
pp. 114-117
Author(s):  
Ana Sofia Hofmeyr
Keyword(s):  
Higher Education ◽  
International Students ◽  
Intercultural Competence ◽  
Domestic Students ◽  
Japanese Students ◽  
Internationalization At Home ◽  
The Impact ◽  
Meaningful Interaction ◽  
At Home

The internationalization of higher education institutions has grown parallel to an increasing need to foster an interculturally competent workforce. In Japan, efforts to internationalize have focused primarily on mobility programmes, often neglecting the impact of internationalization-at-home initiatives. Yet, while numbers of incoming international students continue to increase, the number of Japanese students going abroad in mid- to long-term programs is decreasing. This article describes a PhD project aiming to address gaps in the literature by investigating the impact of at-home strategies on domestic students’ intercultural competence, ultimately contributing to the optimization of programs that promote meaningful interaction between domestic and international students.

Emergence of Fine Art Photography in Israel in the 1970s to the 1990s Through Pedagogical and Social Links with the United States

2019 ◽  
Vol 6 (3-4) ◽  
pp. 252-265
Author(s):  
Tal-Or K. Ben-Choreen
Keyword(s):  
Higher Education ◽  
International Students ◽  
Methodological Approach ◽  
The United States ◽  
Fine Art ◽  
Institutions Of Higher Education ◽  
Museum Collections ◽  
Artistic Practice ◽  
Pedagogical Models ◽  
The Impact

The flourishing of photography as a tool for expressive reportage and artistic practice transformed photographic education during the mid-twentieth century. American-based academic institutions quickly established reputations in the emerging fine art field as leaders in photographic education drawing international students from diverse locations, including Israel. Many Israelis who studied photography in American institutions returned to Israel bringing with them the knowledge they had gained while abroad. This article considers the impact of American pedagogical models and social networks on the development of the Israeli photographic field. Included in this discussion is an exploration of the emergence of Israeli photography programs in institutions of higher education, photography galleries, museum collections, and exhibitions. By approaching the study through a network methodological approach, this article traces the transnational movements of individuals: photographers, program graduates, and curators in order to demonstrate the significant impact American photographic education had on the emerging Israeli photographic field.

scholarly journals Teacher Fellow accreditation – a madrigal of voices! But is it the right tune? Tensions of standardisation, engagement and neoliberalism

2020 ◽  
Vol ahead-of-print (ahead-of-print) ◽  
Author(s):  
Hazel Kershaw-Solomon ◽  
Nick Beech ◽  
Jeff Gold ◽  
Julia Claxton ◽  
Tricia Auty ◽  
...  
Keyword(s):  
Higher Education ◽  
Human Resource Development ◽  
Employee Engagement ◽  
Peer Relationships ◽  
Academic Staff ◽  
Professional Status ◽  
Critical Approach ◽  
Content Type ◽  
Competency Frameworks ◽  
The Impact

Purpose The purpose of this paper is to explore the impact competency frameworks as standardisation can have on the employee engagement of academic staff within higher education (HE) through their employment as managerial tools. Design/methodology/approach A literature review is conducted from which the conditions for effective competency frameworks are evaluated and the influence of changes in the HE environment in the form of political agendas and tight resources are explored. Findings This paper provides insights into the dynamics of public service modernisation and the tensions between the dominant discourse of managerialism and the degree of agency afforded to professional academics. It highlights the relevance of informal peer relationships in setting the climate to generate collegial bonding and professional engagement that underpin successful teacher fellowship accreditations. It further highlights the key role managers play in this process and provides a conceptual framework highlighting the dynamics and combined effect of employee engagement and competency frameworks set within complex HE environment. Practical implications This paper brings together the prerequisites for effective implementation of competency frameworks to implement successful employee engagement strategies set within the complexities of the HE context, which has not been studied to date. Armed with such insights, Human Resource Development (HRD) departments and universities can implement competency assessments that generate greater staff engagement. Originality/value The paper provides a critical approach in reviewing the impact of Continued Professional Development and its link to professional status and thus helps British Universities and others to understand how the mechanisms at work affect engagement levels of academic staff. Armed with this depth of understanding of how the change initiative works, with whom and under what circumstances, universities will be better able to meet target UK Professional Standards Framework membership levels required by the higher education academy (HEA) and, subsequently, the HEA to meet their targets for the government.

Effect of GI and Glogster on Improving the Intercultural Communication Skills in Higher Education

2020 ◽  
pp. 576-604
Author(s):  
Ghada M. Awada ◽  
Hassan B. Diab ◽  
Kawthar H. Faour
Keyword(s):  
Higher Education ◽  
International Students ◽  
Experimental Design ◽  
Intercultural Communication ◽  
Communication Skills ◽  
Intercultural Sensitivity ◽  
Control Group ◽  
Learning Method ◽  
Experimental Conditions ◽  
Experimental Group

The study reports the effect of group investigation (GI) cooperative learning method and the Glogster online poster on improving the intercultural communication skills of international students (n=54) of eight different countries. The study is premised on the proposition that the integration of GI and Glogster in classrooms consisting of Lebanese and non-Lebanese students could be effective in improving the intercultural communication skills of international students and enhancing their perceptions of intercultural communication. The study employed the mixed methods pretest-posttest control group experimental design whereby six Interactions Among Civilizations intact classes were randomly assigned to control and experimental conditions. Employing the intercultural sensitivity scale yielded findings indicating the significance of the GI and Glogster in developing the cultural adaptability and intercultural sensitivity of the experimental group participants (n=25) whereas the control group participants (n=28) did not show similar improvement.

Latin Music Studies at Texas State University

2017 ◽  
Author(s):  
Ludim Pedroza
Keyword(s):  
Higher Education ◽  
High Schools ◽  
Music Education ◽  
Institutions Of Higher Education ◽  
State University ◽  
School Of Music ◽  
Professional Degree ◽  
History Of ◽  
Latin Music ◽  
A Minor

The Latin Music Studies (LMS) area at the Texas State University School of Music offers degree-granting programs with concentrations in mariachi and salsa. Such programs are still rare in mainstream US institutions of higher education. LMS founder John Lopez has recently developed a minor in mariachi, which in conjunction with the professional degree in music education provides students with fundamental skills in mariachi ensemble management, pedagogy, performance, and creative musicianship. The history of the minor in mariachi at Texas State University and the prominent presence of mariachi in middle schools and high schools suggest a future wherein the mariachi ensemble in Texas may enter the standard ensemble trio of the choir, band, and orchestra.

Procrastination, perfectionism, and locus-of-control in academic settings

2019 ◽  
Vol LXXX (2) ◽  
pp. 108-124
Author(s):  
Shiri Pearlman-Avnion ◽  
Roni Harduf
Keyword(s):  
Higher Education ◽  
Locus Of Control ◽  
Empirical Data ◽  
Significant Positive Correlation ◽  
Self Report ◽  
Academic Procrastination ◽  
Institutions Of Higher Education ◽  
Academic Settings ◽  
The Impact ◽  
Adaptive Perfectionism

The present study examines the relationships between procrastination, perfectionism, and locus-of-control (LOC) in an academic setting. Empirical data are drawn from self-report questionnaires completed by 95 randomly sampled students in institutions of higher education in Israel. We differentiate between subjects displaying adaptive and non-adaptive perfectionism and those who are not perfectionists. Similarly, we differentiate between internal and external LOC. The impact of each variable on procrastination is assessed independently, as is the combined effect of perfectionism and LOC. Findings partially uphold the study hypotheses. A significant positive correlation is found between adaptive perfectionism and internal LOC. The degree of procrastination exhibited by non-adaptive perfectionists is higher than that of non-perfectionists. Subjects displaying adaptive perfectionism and internal LOC have lower degrees of academic procrastination than those with non-adaptive perfectionism and external LOC. Findings are discussed in the context of the complexity of the variables and research limitations.

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.

Shaping the future of a globalized world

2015 ◽  
Vol 39 (3) ◽  
pp. 162-181 ◽  
Author(s):  
Joan Burkhardt ◽  
Elisabeth E. Bennett
Keyword(s):  
Higher Education ◽  
International Students ◽  
Human Resource Development ◽  
Small Sample ◽  
Cross Cultural ◽  
Interaction Patterns ◽  
Content Type ◽  
The Future ◽  
The Impact ◽  
Cultural Interactions

Purpose – The purpose of this paper is to understand how everyday cross-cultural interactions affected the adjustment of undergraduate international students attending a private university in the northeastern United States of America. Design/methodology/approach – Data were collected primarily through interviews with nine international students and observations at “Eastern University”. Students were purposively selected to balance gender and world regions. Analysis used constant comparison until findings emerged, which were member-checked with study participants (Merriam, 2009). Findings – Findings show that the impact of university diversity initiatives for promoting everyday cross-cultural interactions is described as creating an us/them divide, promoting solidarity and establishing a cultural presence. It is concluded that formal university events foster recognition of the campus diversity international students help provide, but their impact on everyday cross-cultural interactions is both positive and negative. Additionally, the mode by which undergraduate international students are introduced to their US campus affects their integration and future interaction patterns. Research limitations/implications – Further research is needed to explore higher education institutions (HEIs)’ connection to human resource development (HRD) for shaping the future global arena. Studies that address the continuum from higher education to the workforce are needed to prepare the next generation of professionals for a global world. This study is limited due to small sample size. Findings are not generalizable in a statistical sense, but HRD professionals in HEIs may compare the details in this study with their own institutions. Originality/value – This study contributes to the discussion of national HRD by addressing international students and their insights into how diversity programs impact adjustment in an American setting. Additionally, organizational and faculty development initiatives in academic institutions can be improved by understanding the insights found in this study.

scholarly journals Impact of Covid-19 on International Student Support

2021 ◽  
Vol 12 (2) ◽  
Author(s):  
Lisa Bardill Moscaritolo ◽  
Brett Perozzi ◽  
Birgit Schreiber ◽  
Thierry Luescher
Keyword(s):  
Higher Education ◽  
International Students ◽  
Student Affairs ◽  
International Student ◽  
Student Support ◽  
Mental Wellbeing ◽  
Exploratory Survey ◽  
Return Home ◽  
Primary Groups ◽  
The Impact

The Covid-19 pandemic caused unique challenges to international students. Student Affairs and Services (SAS) across the higher education sector played a key role in supporting students and institutions during the pandemic. This article reports the findings of an exploratory survey with SAS practitioners from around the globe on the ways in which SAS responded to the pandemic and sought to mitigate the impact of the pandemic on students in general and international students specifically. The results demonstrate that international students were among the primary groups of students impacted by the pandemic. Specific challenges identified include mental wellbeing, inability to return home, financial hardships, fear, and uncertainty. Discrimination of certain groups was also noted. SAS intervened to assist international students in navigating these challenges across world regions, including services declared essential for international student support. Finally, financial implications and the future of international student support are explored.

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