How to Compete in a Global Education Market Effectively? A Conceptual Framework for Designing a Next Generation eEducation System

2004 ◽  
Vol 12 (2) ◽  
pp. 84-107 ◽  
Author(s):  
Wayne Huang ◽  
David C. Yen ◽  
Z.X. Lin ◽  
J.H. Huang
Keyword(s):  
Conceptual Framework ◽  
Global Education ◽  
Next Generation ◽  
Education Market

How to Compete in a Global Education Market Effectively

2011 ◽  
pp. 91-115
Author(s):  
Wayne Huang ◽  
David C. Yen ◽  
Z. X. Lin ◽  
J. H. Huang
Keyword(s):  
Conceptual Framework ◽  
Global Education ◽  
University Education ◽  
Competitive Advantages ◽  
Next Generation ◽  
Computer Aided Instruction ◽  
Web Technologies ◽  
Virtual Universities ◽  
Education Market ◽  
Silver Bullet

Computer-aided instruction (CAI) has existed for decades. Its third generation system using Internet and Web technologies to deliver university education (so called virtual universities) has been a hot research topic in recent years. However, few such virtual universities have been as successful as expected. Why didn’t eEducation systems turn out to be a silver bullet for virtual universities as expected? What are components and elements that have been missed in current eEducation systems? How can we learn from past experience and lessons so that a conceptual framework could be proposed to design a better next generation eEducation system that could help universities and corporations to gain competitive advantages in a global education market? This research paper tries to explore these important issues. Based upon a comprehensive literature review, a conceptual framework is proposed with the aim of guiding the design of a next generation eEducation system.

How to Compete in a Global Education Market Effectively

2008 ◽  
pp. 732-753
Author(s):  
Wayne Huang
Keyword(s):  
Conceptual Framework ◽  
Global Education ◽  
University Education ◽  
Competitive Advantages ◽  
Next Generation ◽  
Computer Aided Instruction ◽  
Web Technologies ◽  
Virtual Universities ◽  
Education Market ◽  
Silver Bullet

Computer-aided instruction (CAI) has existed for decades. Its third generation system using Internet and Web technologies to deliver university education (so called virtual universities) has been a hot research topic in recent years. However, few such virtual universities have been as successful as expected. Why didn’t eEducation systems turn out to be a silver bullet for virtual universities as expected? What are components and elements that have been missed in current eEducation systems? How can we learn from past experience and lessons so that a conceptual framework could be proposed to design a better next generation eEducation system that could help universities and corporations to gain competitive advantages in a global education market? This research paper tries to explore these important issues. Based upon a comprehensive literature review, a conceptual framework is proposed with the aim of guiding the design of a next generation eEducation system.

scholarly journals How to share the process of graduate advising

FACETS ◽  
2017 ◽  
Vol 1 (1) ◽  
pp. 263-279
Author(s):  
H.H. Wagner ◽  
C. Boyd ◽  
R. Napper
Keyword(s):  
Graduate Students ◽  
Adult Learning ◽  
Conceptual Framework ◽  
Conflicts Of Interest ◽  
Companion Paper ◽  
Working Relationship ◽  
Next Generation ◽  
Effective Learning ◽  
Learning Centered ◽  
Graduate Advising

This paper starts a two-part series on graduate advising that integrates concepts from adult learning, leadership, and psychology into a conceptual framework for graduate advising. A companion paper provides guidance on how to communicate effectively in graduate advising. Here, we present concepts and tools that enable advisors and graduate students to collaborate effectively and share the responsibility for the student’s learning. We specifically discuss (1) how to promote learning about learning to help students make sense of their experience and identify their supervision needs; (2) how to clarify roles and address conflicts of interest between different roles; and (3) how to establish an effective, learning-centered working relationship. By making the advising process explicit, using the concepts and worksheets presented here, advisors will contribute to the training of the next generation of graduate advisors.

scholarly journals The ripple effect: How the Australian Awards for University Teachers (AAUT) build and maintain excellence in teaching and learning across the nation

2021 ◽  
Vol 18 (6) ◽  
pp. 12-17
Author(s):  
Angela Carbone ◽  
Keyword(s):  
Sustainable Management ◽  
Global Education ◽  
Teaching And Learning ◽  
Ripple Effect ◽  
University Teachers ◽  
Award Program ◽  
Continue Support ◽  
Integral Role ◽  
Education Market ◽  
Creativity And Innovation

In this commentary I provide an overview of the national award program, the Australian Awards for University Teachers (AAUT), that has been running for 23 years. The current federal government has made the decision not to fund the awards after 2021, a decision I believe is not only short-sighted but could be damaging for Australia in the global education market. I argue that the benefits of the awards are widespread in higher education. They recognise and reward creativity and innovation, they have created a culture of collaboration and mentoring that extends across universities and states, and most of all they validate the importance of good quality teaching in universities, providing a recognition and promotion pathway to match that of research awards. I propose three possible options to continue support for this valuable award program and encourage senior academics and past award winners to work as a group and pursue replacement funding and a sustainable management model for this program. The AAUT awards have an integral role in promoting creativity and innovation in teaching and learning, as well as the ripple effect of open promotion pathways, and collaborations across and between universities and across and between disciplines.

An Empirical Study of a Corporate E-Learning Portal

2011 ◽  
pp. 321-326
Author(s):  
Meliha Handzic ◽  
Joon Ho Hur
Keyword(s):  
Growth Rate ◽  
Empirical Study ◽  
Global Education ◽  
Driving Forces ◽  
Annual Growth Rate ◽  
Electronic Learning ◽  
Technological Advances ◽  
Education Market ◽  
E Learning ◽  
Changing Demographics

Technological advances, globalisation, changing demographics and privatisation are the main driving forces behind the current transformation of education. Market research firms estimate that electronic learning or e-learning is the fastest growing sector of the global education market with an annual growth rate of 10-15% (Hezel Associates, 2005)

Keeping an eye on the global education industry A conversation with Anna Hogan

2020 ◽  
Vol 102 (2) ◽  
pp. 32-35
Author(s):  
Rafael Heller
Keyword(s):  
Public Schools ◽  
Global Education ◽  
Commercial Activity ◽  
The Public ◽  
Goods And Services ◽  
Education Industry ◽  
University Researcher ◽  
Education Market ◽  
Online Schools

Kappan’s editor talks with Queensland University researcher Anna Hogan about the rapid growth of commercial activity in Australia’s schools and in school systems around the world. Private businesses have always sold textbooks, classroom tools, and other goods and services to public schools, and many teachers are happy to purchase and use them, notes Hogan. However, the biggest corporations in the education market — such as Pearson and Google — have grown so large, and are so eager to promote online schools and automated instruction, that teachers have reason to be concerned about the future of their profession, and the public has reason to worry that the quality of their schools will decline.

scholarly journals Pemikiran Pendidikan Islam Perspektif KH. M. Hasyim Asy’ari

2014 ◽  
Vol 1 (1) ◽  
Author(s):  
Mukani Mukani
Keyword(s):  
Character Education ◽  
Conceptual Framework ◽  
The Other ◽  
Alternative Solution ◽  
Young Generation ◽  
Positive Contribution ◽  
Next Generation ◽  
Cognitive Intelligence ◽  
National Education ◽  
Educational Thinking

<span><em>Education thought of KH. M. Hasyim Asy’ari is the concept of character </em><span><em>education, but also consistently gives positive contribution to the Indonesia </em><span><em>civilization. Its dedication not only focuses on one field, but also on </em><span><em>education, politic, social, religion, physical confrontation, organization, </em><span><em>and the other intellectual works. Not only to educate young generation </em><span><em>through Tebuireng Pesantren that was built, but for next generation, KH. </em><span><em>M. Hasyim Asy’ari has inherited many books or holy books that able as </em><span><em>main reference to search alternative solution of various problems that</em><br /><span><em>faced by nation. KH. M. Hasyim Asy’ari has been given fundamental </em><span><em>conceptual framework for national education. Technical and operational </em><span><em>steps must still be reviewed to implement the educational thinking. </em><span><em>Figure of NU’s founding at some point want to do the balancing for </em><span><em>education in Indonesia. Not only formality aspects, but also substance</em><br /><span><em>of the meaning of education must be internalized and implemented in </em><span><em>the life of students. In the end, Indonesia education is expected able to </em><span><em>produce “product” that not only have cognitive intelligence (smart), but </em><span><em>also have good virtue.</em><br /><span><strong>keywords: </strong><span><em>Contribution, Struggle, Character Education, KH. M. Hasyim</em><br /><span><em>Asy’ari</em></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span></span><br /><br class="Apple-interchange-newline" /></span></span>

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