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Fostering Internationalisation in Higher Education by Virtual Mobility

. VAN DER WENDE, M. (ed.). Virtual Mobility: New Technologies and the Internationalization of Higher Education. Hague, Netherlands: Organization for International Cooperation in Higher Education (NUFFIC), 1998. VMCOLAB: European Co-Laboratory for the Integration of Virtual Mobility in Higher Education Innovation and Modernisation Strategies. (Project ID: 527770-LLP-1-2012-1-BE-ERASMUS-ESMO). VRIENS, M., et al. Virtual mobility as an Alternative or Complement to Physical mobility. EDULEARN conference proceedings. Barcelona, Spain, 2010.

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Peer Observation For Online Distance Learning Tutors: Creating The Conditions For Effective Peer Exchange

Journal of Learning Design 1(1), (pp.1-11). 21. Nichols, M. (2007). Institutional perspectives: The challenges of e-learning diffusion. In British Journal of educational technology, 39(4), (pp.598-609). 22. Nutbeam, D. (2013). Keynote presentation: ‘Massively Open Online Courses: Internationalising UK Higher Education Through Technology’. Inside Government: Enhancing Further and Higher Education Through Mobile Technology, Thursday 11 July 2013, London. 23. Online Learning Task Force (2011). Collaborate to compete. Seizing the opportunity of

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An Evaluation of the African Leadership in ICT Programme from a Quality Assurance Perspective

. 18. Hughes, G. (2007). Using Blended Learning to increase learner support and improve retention. Teaching in Higher Education, 12(3). 349-363 19. Knight, J. (2005). Borderless, Offshore, Transnational and Crossborder Education: Definition and Data Dilemmas Observatory on Borderless Higher Education. London: Observatory on Borderless Higher Education. Retrieved December 6, 2015, from http://www.obhe.ac.uk/documents/view_details?id=35 20. Mason, R. (2007). Internationalizing education. In M.G. Moore (Ed.), Handbook of distance

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ICT Capacity Building: A Critical Discourse Analysis of Rwandan Policies from Higher Education Perspective

21. Jordan, K. (2011). Framing ICT, teachers and learners in Australian school education ICT policy. The Australian Educational Researcher, 38(4), 417-431. 22. Jowi, J. O. (2009). Internationalization of higher education in Africa: Developments, emerging trends, issues and policy implications. Higher Education Policy, 22(3), 263-281. 23. Keengwe, J., Kidd, T., & Kyei-Blankson, L. (2009). Faculty and technology: Implications for faculty training and technology leadership. Journal of Science Education and Technology, 18(1), 23

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Transformative Model of Joint Education Program between Polish and Chinese Universities: Chance and Challenge

Abstract

This paper attempts to address current and emergent issues on the internationalization of higher education which arise from major transformation in both Poland and China. Reflecting on the increased university student population and growing demand for overseas study, joint education programs approved for Chinese universities in partnership with foreign universities need to face global pressures and local realities, with a focus on the internationalization of curriculum for program affordability and mutual mobility. Transformative model of joint education program is identified for consideration of chances and challenges, based on the current practice of Hubei University in collaboration with an Australian university.

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Transformation and Trend of Doctoral Education in China and Poland (1980s – 2010s). A Comparative Study

Abstract

The past 30-strong years has seen remarkable achievements that both Poland and China have made in Doctoral Education along different paths though. Drawing on policy research and extensive data, this paper sets out to examine the transformations of doctor education across the two countries within these intervening years. It is found that the changes in Poland were mainly influenced by the political transitions, its integration with European education system, and particularly the Bologna Process while China’s educational reform was amenable to the national economic policy and the government behavior. As regards the prospect of doctoral education, the two countries have both common grounds and differences. Poland and China will have more diversified structure in doctoral education, pay closer attention to STEM discipline’s developments as well as external and intermediary assessment in quality control. Also, the managements of doctoral programs in two countries will be characterized by further decentralization of government and internationalization of education. In the next few years, however, the scale of China’s doctoral education will remain at the current level or even expand modestly, whereas that of Poland’s doctoral education is likely to shrink due to the population decline.

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Development of Intercultural Competence during Pedagogical Practice of Ukrainian Students in Vocational Schools in Slovakia

multicultural and democratic Europe: Two pedagogical programs – Their assessment and collaborations. Pedagogika , 128 (4), 39-54. He, Y., Lundgren, K., & Pynes, P. (2017). Impact of short-term study abroad program: In service teachers' development of intercultural competence and pedagogical beliefs. Teaching and Teacher Education, 66 , 147-157. Huang, L. (2017). Co-curricular activity-based intercultural competence development: students’ outcome of internationalisation at universities. Innovations in Education and Teaching International, 54 (3), 184

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