Pub Date : 2020-01-01DOI: 10.18848/2327-7955/cgp/v27i01/55-67
Celeste von Fintel, O. Eybers
{"title":"Leaps into Cyberspace: A Case Study for Scaffolding Argumentation in a Hybridized Academic Literacy Module","authors":"Celeste von Fintel, O. Eybers","doi":"10.18848/2327-7955/cgp/v27i01/55-67","DOIUrl":"https://doi.org/10.18848/2327-7955/cgp/v27i01/55-67","url":null,"abstract":"","PeriodicalId":38277,"journal":{"name":"International Journal of Learning in Higher Education","volume":"27 1","pages":"55-67"},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67595820","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2020-01-01DOI: 10.18848/2327-7955/cgp/v27i02/27-42
J. Peterson, P. Fray, Penelope Williams
: A multi-university project considered how to embed the development of evolving digital capabilities and work practices into university curricula across Design, Communication, Business and Engineering. This article focuses on the industry stakeholder input for developing a learning model in line with digital capabilities needed in industry. Adapting the work of Best (2009) and Evans et al. (2017), digital capabilities can be categorized as Functional, Perceptual and Adaptive. These three lenses create an integrated learning framework, using disciplinary language to contextualize digital capabilities for work practices. Further research should include advertised digital requirements for emerging jobs. We also suggest that professional learning initiatives should be co-designed by higher education institutions and industry organizations, to keep pace with the influence of evolving technologies and associated work practices across disciplines.
{"title":"Digital Capabilities and Connecting the Dots for Evolving Work Practices: Are We There Yet?","authors":"J. Peterson, P. Fray, Penelope Williams","doi":"10.18848/2327-7955/cgp/v27i02/27-42","DOIUrl":"https://doi.org/10.18848/2327-7955/cgp/v27i02/27-42","url":null,"abstract":": A multi-university project considered how to embed the development of evolving digital capabilities and work practices into university curricula across Design, Communication, Business and Engineering. This article focuses on the industry stakeholder input for developing a learning model in line with digital capabilities needed in industry. Adapting the work of Best (2009) and Evans et al. (2017), digital capabilities can be categorized as Functional, Perceptual and Adaptive. These three lenses create an integrated learning framework, using disciplinary language to contextualize digital capabilities for work practices. Further research should include advertised digital requirements for emerging jobs. We also suggest that professional learning initiatives should be co-designed by higher education institutions and industry organizations, to keep pace with the influence of evolving technologies and associated work practices across disciplines.","PeriodicalId":38277,"journal":{"name":"International Journal of Learning in Higher Education","volume":"1 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2020-01-01","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"67595903","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-17DOI: 10.6017/ihe.2019.99.11663
H. Andoh, J. Salmi
Since the late 2000s, a growing number of African universities have put the international dimension at the heart of their strategic agenda. Flagship and national universities have created offices for deputy vice chancellors or directors, directorates, and centres for internationalization and strategic partnerships, and moved from a narrow focus on student mobility programs to research partnerships with universities in industrial countries as a way of building their capacity and improving their position on the global stage.
{"title":"The Internationalization Agenda of African Universities in the Next Decade","authors":"H. Andoh, J. Salmi","doi":"10.6017/ihe.2019.99.11663","DOIUrl":"https://doi.org/10.6017/ihe.2019.99.11663","url":null,"abstract":"Since the late 2000s, a growing number of African universities have put the international dimension at the heart of their strategic agenda. Flagship and national universities have created offices for deputy vice chancellors or directors, directorates, and centres for internationalization and strategic partnerships, and moved from a narrow focus on student mobility programs to research partnerships with universities in industrial countries as a way of building their capacity and improving their position on the global stage.","PeriodicalId":38277,"journal":{"name":"International Journal of Learning in Higher Education","volume":"48 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"77728882","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-17DOI: 10.6017/ihe.2019.99.11655
V. Stern
The United Kingdom’s International Education Strategy sets a target to attract 600,000 international students by 2030, an increase of 30 percent. With Brexit, there is a sharper awareness across government of the benefits that international students and graduates confer in economic terms and in long-term positive influence on perceptions of the United Kingdom itself. To reach this target, the country needs to offer opportunities for international graduates to remain in the United Kingdom and work for a period post graduation. It also needs to understand, and where possible improve upon, the strength of its offer to prospective international students.
{"title":"International Graduate Outcomes in the United Kingdom","authors":"V. Stern","doi":"10.6017/ihe.2019.99.11655","DOIUrl":"https://doi.org/10.6017/ihe.2019.99.11655","url":null,"abstract":"The United Kingdom’s International Education Strategy sets a target to attract 600,000 international students by 2030, an increase of 30 percent. With Brexit, there is a sharper awareness across government of the benefits that international students and graduates confer in economic terms and in long-term positive influence on perceptions of the United Kingdom itself. To reach this target, the country needs to offer opportunities for international graduates to remain in the United Kingdom and work for a period post graduation. It also needs to understand, and where possible improve upon, the strength of its offer to prospective international students.","PeriodicalId":38277,"journal":{"name":"International Journal of Learning in Higher Education","volume":"49 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"85437986","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-17DOI: 10.6017/ihe.2019.99.11665
Ayenachew A. Woldegiyorgis
Although there is a consensus that Africa has considerable intellectual resources in its diaspora, the benefit that the continent is garnering from it is limited for different reasons. The political climate in several countries and the absence of well-articulated strategies are among the main factors preventing the African knowledge diaspora from engaging with their home countries. Even when, occasionally, political relations improve—such as currently in Ethiopia, diaspora engagement in higher education is challenged by routine issues such as bureaucratic processes, the absence of a coordinating body, and a mismatch between demand and supply.
{"title":"Engaging the Ethiopian Knowledge Diaspora","authors":"Ayenachew A. Woldegiyorgis","doi":"10.6017/ihe.2019.99.11665","DOIUrl":"https://doi.org/10.6017/ihe.2019.99.11665","url":null,"abstract":"Although there is a consensus that Africa has considerable intellectual resources in its diaspora, the benefit that the continent is garnering from it is limited for different reasons. The political climate in several countries and the absence of well-articulated strategies are among the main factors preventing the African knowledge diaspora from engaging with their home countries. Even when, occasionally, political relations improve—such as currently in Ethiopia, diaspora engagement in higher education is challenged by routine issues such as bureaucratic processes, the absence of a coordinating body, and a mismatch between demand and supply.","PeriodicalId":38277,"journal":{"name":"International Journal of Learning in Higher Education","volume":"19 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"81674241","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-17DOI: 10.6017/ihe.2019.99.11649
K. Geven, Estelle Herbaut
Policy makers are increasingly searching for ways to reduce inequality in higher education. There is now a sizeable and high-quality body of literature that estimates the effects of interventions on access and completion in higher education. Our new paper reviews 75 quasi-experimental studies and rigorously compares more than 200 causal effects of outreach and financial aid interventions on disadvantaged students. We found that outreach and financial aid can both work, but important lessons should be learned from interventions that do not show an effect. In this article, we first provide an overview of the main mechanisms driving exclusion, both in terms of access to and completion from higher education. We then summarize the evidence for policy makers, highlighting key lessons, while we also indicate directions for future research.
{"title":"What Works to Reduce Inequality in Higher Education?","authors":"K. Geven, Estelle Herbaut","doi":"10.6017/ihe.2019.99.11649","DOIUrl":"https://doi.org/10.6017/ihe.2019.99.11649","url":null,"abstract":"Policy makers are increasingly searching for ways to reduce inequality in higher education. There is now a sizeable and high-quality body of literature that estimates the effects of interventions on access and completion in higher education. Our new paper reviews 75 quasi-experimental studies and rigorously compares more than 200 causal effects of outreach and financial aid interventions on disadvantaged students. We found that outreach and financial aid can both work, but important lessons should be learned from interventions that do not show an effect. In this article, we first provide an overview of the main mechanisms driving exclusion, both in terms of access to and completion from higher education. We then summarize the evidence for policy makers, highlighting key lessons, while we also indicate directions for future research.","PeriodicalId":38277,"journal":{"name":"International Journal of Learning in Higher Education","volume":"12 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"88911884","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-17DOI: 10.6017/ihe.2019.99.11653
C. Callender
In May 2019, the government-commissioned report on Post-18 Education and Funding in England was published. Here we outline the report’s main recommendations for both higher and further education funding, which seek to tackle the disparity between the 50 percent of young people who participate in higher education and the other 50 percent who do not.
{"title":"Post-18 Education and Funding in England","authors":"C. Callender","doi":"10.6017/ihe.2019.99.11653","DOIUrl":"https://doi.org/10.6017/ihe.2019.99.11653","url":null,"abstract":"In May 2019, the government-commissioned report on Post-18 Education and Funding in England was published. Here we outline the report’s main recommendations for both higher and further education funding, which seek to tackle the disparity between the 50 percent of young people who participate in higher education and the other 50 percent who do not.","PeriodicalId":38277,"journal":{"name":"International Journal of Learning in Higher Education","volume":"97 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"73172432","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-17DOI: 10.6017/ihe.2019.99.11667
Mengyang Li, R. Yang
Since the 2000s, China has been establishing English-language academic journals at a fast pace to further internationalize research. Reporting findings from an investigation on the current state of such journals in the humanities and social sciences, this article shows the great challenges that they face in the hierarchical global structure of knowledge production. Struggling between international ambition and local commitment, these journals try to balance realistic strategies to enhance international impact with orientation to Western research agendas and their long-term commitment to empowering Chinese researchers to become global.
{"title":"China’s English-Language Journals in Human and Social Sciences","authors":"Mengyang Li, R. Yang","doi":"10.6017/ihe.2019.99.11667","DOIUrl":"https://doi.org/10.6017/ihe.2019.99.11667","url":null,"abstract":"Since the 2000s, China has been establishing English-language academic journals at a fast pace to further internationalize research. Reporting findings from an investigation on the current state of such journals in the humanities and social sciences, this article shows the great challenges that they face in the hierarchical global structure of knowledge production. Struggling between international ambition and local commitment, these journals try to balance realistic strategies to enhance international impact with orientation to Western research agendas and their long-term commitment to empowering Chinese researchers to become global.","PeriodicalId":38277,"journal":{"name":"International Journal of Learning in Higher Education","volume":"21 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"84353783","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-17DOI: 10.6017/ihe.2019.99.11645
E. Hazelkorn
Measuring university engagement or societal impact is becoming a popular way to assess the public good role of universities. Rankings have been early movers in this area, but do they tell us anything meaningful? And while it is important to ask about the role and responsibility of universities, it is about time that we asked about the corporate social responsibility (CSR) of the ranking organizations themselves, given that their real intent is to sell magazines and newspapers and/or consultancy?
{"title":"Rankings and the Public Good Role of Higher Education","authors":"E. Hazelkorn","doi":"10.6017/ihe.2019.99.11645","DOIUrl":"https://doi.org/10.6017/ihe.2019.99.11645","url":null,"abstract":"Measuring university engagement or societal impact is becoming a popular way to assess the public good role of universities. Rankings have been early movers in this area, but do they tell us anything meaningful? And while it is important to ask about the role and responsibility of universities, it is about time that we asked about the corporate social responsibility (CSR) of the ranking organizations themselves, given that their real intent is to sell magazines and newspapers and/or consultancy?","PeriodicalId":38277,"journal":{"name":"International Journal of Learning in Higher Education","volume":"37 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"76566894","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
Pub Date : 2019-09-17DOI: 10.6017/ihe.2019.99.11651
E. Brewis
Sustainable Development Goal 4 calls for equal access to quality higher education. How this can be achieved in practice remains a major policy question. This article presents the case of accountability reform in Indonesia, offering insights as to how the twin policy objectives of teaching quality and equitable access can be addressed. Evidently, accountability mechanisms have empowered the state to regulate both teaching quality and equitable access. The key is holding both state and private institutions to account to maximize system-wide impact.
{"title":"Quality and Equitable Access: Insights from Indonesia","authors":"E. Brewis","doi":"10.6017/ihe.2019.99.11651","DOIUrl":"https://doi.org/10.6017/ihe.2019.99.11651","url":null,"abstract":"Sustainable Development Goal 4 calls for equal access to quality higher education. How this can be achieved in practice remains a major policy question. This article presents the case of accountability reform in Indonesia, offering insights as to how the twin policy objectives of teaching quality and equitable access can be addressed. Evidently, accountability mechanisms have empowered the state to regulate both teaching quality and equitable access. The key is holding both state and private institutions to account to maximize system-wide impact.","PeriodicalId":38277,"journal":{"name":"International Journal of Learning in Higher Education","volume":"139 1","pages":""},"PeriodicalIF":0.0,"publicationDate":"2019-09-17","publicationTypes":"Journal Article","fieldsOfStudy":null,"isOpenAccess":false,"openAccessPdf":"","citationCount":null,"resultStr":null,"platform":"Semanticscholar","paperid":"74842674","PeriodicalName":null,"FirstCategoryId":null,"ListUrlMain":null,"RegionNum":0,"RegionCategory":"","ArticlePicture":[],"TitleCN":null,"AbstractTextCN":null,"PMCID":"","EPubDate":null,"PubModel":null,"JCR":null,"JCRName":null,"Score":null,"Total":0}
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